Berita : Darul Wardah

ARKIB : 06/05/2010

CSR di pusat perlindungan

Oleh SITI AINIZA KAMSARI
ainiza.kamsari@utusan.com.my
Gambar AZLI AHAD

Tanggungjawab bersama... Alina Hashim (tudung coklat) dan Nik Salina (paling kirii) menyerahkan sumbangan Syarikat Amanah Raya kepada Hazlina yang disaksikan para penghuni dan kakitangan Darul Wardah, baru-baru ini.

APABILA gejala membuang bayi kian parah, maka ia menjadi satu tanggungjawab kepada kesemua institusi korporat di negara ini memainkan peranan mereka supaya gejala ini dapat dibendung dan dihentikan.

Bergantung harap kepada sesetengah pihak tentu sahaja tidak adil kerana masing-masing ada batasan dan kekangan bagi menangani apa juga permasalahan.
Akan tetapi jika semua pihak bergabung terutama antara agensi kerajaan dan kerjasama dari sektor korporat untuk sama-sama turun padang, maka apa juga gejala sosial dan maksiat akan lari lintang pukang.

Justeru kesudian Syarikat Amanah Rakyat di bawah Jabatan Care Management mereka untuk datang dan melihat sendiri Rumah Perlindungan Wanita Darul Wardah di Jalan Kebun, Kelang Selangor adalah satu contoh korporat yang bertanggungjawab untuk melaksanakan tanggungjawab sosial mereka (CSR).

Rombongan yang diketuai oleh Ketua Pegawai Operasi Kumpulan, Alina Hashim dan Ketua Jabatan Care Management, Nik Salina Nik Idris, bersama dua lagi anggota dari jabatan tersebut ke pusat perlindungan yang di bawah kendalian Angkatan Belia Islam Malaysia (ABIM) Negeri Selangor mereka datang untuk mendapatkan penjelasan dan penerangan yang terperinci mengenai pusat itu.
Ini bagi membolehkan mereka menentukan sumbangan yang sesuai untuk diberikan kepada pusat yang telah ditubuhkan sejak lima tahun lalu.

Penjelasan dan taklimat diberikan oleh Pengasas dan pengetua pusat tersebut iaitu Hazlina Abdul Razak yang kemudiannya sama-sama berbincang dan bertukar-tukar pandangan bagi membentuk kerjasama terutama untuk membantu para penghuni mendapat perlindungan dan menjalani pemulihan.
Buat masa ini pusat tersebut sedang menempatkan sembilan kes wanita yang bermasalah iaitu terutama wanita yang menjadi mangsa deraan suami (1 kes), 1 kes melibatkan seorang wanita yang selamat melahirkan anak tidak sah taraf dan suka rela menjalani pemulihan dan tujuh kes yang lain melibatkan remaja-remaja [perempuan yang sedang hamil luar nikah.

Ini termasuklah satu kes yang baru-baru ini telah selamat melahirkan anak melalui pusat itu dan satu kes yang melibatkan kes hamil akibat perbuatan sumbang mahram.
"Melihatkan kes-kes yang seperti inilah, memerlukan semua pihak terutama kalangan yang berkemampuan untuk tampil membantu pusat ini memberikan perlindungan dan pemulihan terhadap para penghuni.
"Ini kerana kita percaya setiap yang terlanjur wajar diberikan peluang untuk bertaubat, belajar dan menebus kembali dari kesilapan yang akhirnya keluar dari Pusat ini menjadi manusia berjaya di dunia dan di akhirat sebagaimana orang lain," kata Hazlina.

Beliau menjangkakan akan semakin ramai gadis-gadis yang terlanjur akan meminta perlindungan di pusat-pusat perlindungan seperti ini ekoran kesedaran supaya tidak berlaku lagi kes-kes pengguguran haram dan membuang bayi.
"Namun kita sama sekali tidak bermaksud kes-kes zina dibiarkan berleluasa kerana apabila berlaku hamil luar nikah, mereka yang terlanjur itu tahu ke mana diri hendak dibawa.
"Jika itu yang menjadi tujuannya, banyak mana pun pusat perlindungan seperti ini, ia tidak akan cukup untuk menampung kes-kes perzinaan seperti ini," katanya.

Pusat perlindungan seperti ini kata Hazlina tidak semata-mata untuk menjadi tempat sementara untuk menutup aib, supaya masyarakat tidak tahu ada remaja wanita yang hamil luar nikah.
"Sekali mereka masuk ke sini, bererti mereka juga meminta diri diperbaiki setelah pelbagai kerosakan berlaku menyebabkan mereka hilang malu, hilang iman dan membiarkan diri terus hanyut dibawa arus maksiat," katanya.
Namun tidak dapat dinafikan Pusat itu memerlukan sumbangan bagi membolehkan pusat itu mampu untuk menampung lebih ramai penghuni kerana permintaan untuk memasukinya semakin bertambah.

Di majlis itu, pihak Amanah Raya Berhad menyampaikan sumbangan awal dan sebagaimana yang ditegaskan sendiri oleh Nik Salina bahawa mereka akan menyalurkan pelbagai sumbangan mengikut keperluan pusat itu.
"Kami kini telah jelas mengenai pengendalian pusat yang cukup bermakna ini dan tidak dinafikan pusat ini memerlukan perhatian dari pelbagai pihak.
"Semua ini kerana kita mestilah prihatin untuk membantu para penghuni yang kurang bernasib baik, yang wajib kita bantu dan memberikan peluang untuk meneruskan hidup normal sebagaimana orang lain," katanya.

ORANG IKHLAS ITU TERTINDAS?

ORANG IKHLAS ITU TERTINDAS?

Jika kita memberi kebaikan kepada seseorang, kebaikan itu akan dibalas walaupun yang membalasnya bukan orang yang kita berikan kebaikan itu. Hakikat ini mengingatkan saya kepada satu perbualan yang berlaku sewaktu saya mengendalikan program latihan beberapa tahun lalu di sebuah organisasi. 

“Saya tidak mempunyai apa-apa harapan lagi pada organisasi ini,” kata seorang kakak berterus-terang.
“Mengapa?” balas saya.
“Organisasi ini dipenuhi oleh kaki bodek dan kaki ampu. Saya terseksa bekerja secara ikhlas di sini. Tidak pernah dihargai, tidak ada ganjaran yang wajar.. Saya bukannya orang yang bermuka-muka. Tak pandai saya nak ampu-ampu orang atas, Fokus saya kepada kerja sahaja.” 

Kakak itu sebenarnya adalah peserta program yang paling senior. Telah berpuluh tahun bekerja dalam organisasi tersebut. Itu adalah kali terakhir dia mengikuti program latihan.. Enam bulan lagi dia akan bersara. Kesempatan yang diberikan kepadanya dalam sesi memperkenalkan diri itu telah digunakannya sepenuhnya untuk meluahkan rasa kecewa dan marahnya sepanjang berkhidmat di situ. Sungguh, dia kecewa sekali. Siapa tidak marah, jika bekerja secara ikhlas dan gigih tetapi tidak pernah dinaikkan pangkat atau mendapat kenaikan gaji? 

Sewaktu rehat, sambil minum-minum dan berbual santai saya bertanya kepadanya, “kakak punya berapa orang anak?” Sengaja saya bertanya soal-soal “di luar kotak” agar ketegangan dalam sesi sebelumnya dapat diredakan.
“Oh ramai encik…”
“Bagaimana dengan anak-anak kakak?” 
Wah, saya lihat dia begitu ceria apabila mula menceritakan tentang anak-anaknya. Boleh dikatakan semua anak-anaknya berjaya dalam profesion masing-masing. Ada yang menjadi doktor, jurutera, pensyarah dan sebagainya. Malah seorang anaknya telah menjadi hafiz.

“Kakak, boleh saya bertanya?”
“Tanyalah encik…” ujar kakak itu sambil tersenyum. Mendung di wajahnya sudah berlalu. Dia begitu teruja bila bercerita tentang anak-anaknya. Memang, semua anak-anaknya menjadi. 
“Jika kakak diberi pilihan, antara anak-anak yang “menjadi” dengan naik gaji, mana yang kakak pilih?”
Belum sempat dia menjawab, saya bertanya lagi, “antara kakak naik pangkat dengan anak-anak berjaya dalam karier mereka, mana yang kakak pilih?” 
Dengan cepat kakak itu menjawab, “hati ibu encik… tentulah saya pilih anak-anak saya menjadi walaupun tidak naik gaji atau dapat pangkat. Anak-anak adalah harta kita yang paling berharga!” 

Saya tersenyum. Hati ibu, begitulah semestinya.

“Kakak, sebenarnya keikhlasan dan kegigihan kakak bekerja dalam organisasi ini telah mendapat ganjaran…” kata saya perlahan. Hampir berbisik.
“Maksud encik?”
“Allah telah membalas dengan ganjaran yang lebih baik dan lebih kakak lebih sukai. Bila kakak ikhlas bekerja dalam organisasi ini, Allah berikan kepada kakak anak-anak yang menjadi.”
“Tidak pernah saya terfikir begitu encik…” 
“Allah Maha Berkuasa. Ada kalanya takdir dan perbuatan-Nya terlalu misteri dan rahsia untuk dijangkau oleh pemikiran kita. Tetapi yakinlah what you give, you get back. Itu hukum sunatullah dalam hubungan sesama manusia. Kebaikan yang kita buat akan kembali kepada kita. Yakinlah.”

“Walaupun bukan daripada seseorang atau sesuatu pihak yang kita berikan kebaikan itu?”
“Maksud kakak?” 
“Macam ni, saya buat kebaikan kepada organisasi tempat saya bekerja, tapi Allah berikan kebaikan kepada keluarga. Pembalasan Allah bukan di tempat saya bekerja, sebaliknya diberikan dalam keluarga saya. Begitukah encik?”
“Itulah yang saya katakan tadi, takdir Allah kekadang terlalu misteri. Tetapi ketetapannya mutlak dan muktamad, siapa yang memberi kebaikan akan dibalas dengan kebaikan. Dalam istilah biasa itu dipanggil golden rule!” 

Kakak itu termenung. Mungkin memikirkan pertalian dan kaitan antara apa yang berlaku dalam organisasi dengan familinya. Metafora atau analoginya begini. Katalah kita sedang memandu di satu jalan yang mempunyai dua atau tiga lorong. Penuh sesak. Tiba-tiba sebuah kereta yang tersalah lorong di sebelah memberi isyarat untuk masuk ke lorong kita. Kerana simpati melihat dia terkial-kial memberi isyarat, kita pun beralah, lalu memberi laluan untuk kereta itu masuk di hadapan kita…” 

Saya berhenti seketika mengambil nafas sambil mencari reaksi. Saya lihat kakak itu mendengar penuh minat. Dia meneliti metafora yang saya sampaikan dengan begitu teliti.
“Kemudian kita terus memandu ke hadapan. Mungkin sejam kemudian atau setelah berpuluh-puluh kilometer, tiba-tiba kita pula yang tersalah lorong. Kita pula yang memberi lampu isyarat untuk masuk ke lorong sebelah. Soalnya logikkah kalau kita mengharapkan kereta yang kita bantu sebelumnya memberi laluan untuk kita?” 
Kakak itu tersenyum dan berkata, “tak logik encik. Kereta yang kita bantu tadi entah ke mana perginya.”
“Tapi ada tak kereta lain yang simpati dan memberi laluan untuk kita?’
“Pasti ada! Insya-Allah.”

“Ya, begitulah. Padahal kereta itu tidak pernah sekali pun kita tolong. Tetapi Allahlah yang menggerakkan hati pemandunya untuk memberi laluan kepada kita.. Orang yang kita beri kebaikan, tidak ada di situ untuk membalas kebaikan kita… Tetapi Allah menggerakkan hati orang lain, yang tidak pernah merasa kebaikan kita untuk membalas kebaikan kita tadi.” 
“Subhanallah!”
“Begitu dalam litar di jalan raya dan begitu jualah litar dalam kehidupan manusia. Kita buat baik kepada A, tetapi kerap kali bukan A yang membalas kebaikan kita tetapi B atau C atau D atau lain-lainnya yang membalasnya. Inilah hakikat yang berlaku dalam kehidupan ini.”

“Kita tidak boleh kecewa bila keikhlasan kita dipersiakan?” tanya kakak itu lagi. Lebih kepada satu respons minta diiyakan. 
“Kakak, ikhlas sebenar tidak pinta dibalas. Tetapi Allah Maha Kaya dan Maha Pengasih, siapa yang ikhlas akan diberi ganjaran walaupun mereka tidak memintanya kerana setiap kebaikan itu akan dikembalikan kepada orang yang melakukannya. Ia umpama bola yang dibaling ke dinding, akan melantun semula kepada pembalingnya!”

“Selalunya saya dengar, orang ikhlas akan dibalas di akhirat.”
“Itulah balasan yang lebih baik dan kekal. Tetapi saya katakan tadi, Allah Maha kaya, Allah mahu dan mampu membalas keikhlasan hamba-Nya di dunia lagi.” 
“Maksud encik?”
“Orang yang ikhlas akan diberi ketenangan dan kebahagiaan dalam hidup. Anak-anak yang soleh dan solehah. Isteri yang taat atau suami yang setia. Dan paling penting… hati yang sejahtera. Inilah kekayaan dan kelebihan yang lebih utama daripada pangkat, gaji dan jawatan.”

“Jadi orang ikhlas akan terus ditindas, tidak dapat kenaikan pangkat atau gaji? Bukan apa, saya terfikir kenapa nasib kaki ampu dan kaki bodek lebih baik dalam organisasi. Mereka dapat naik pangkat!” 
Giliran saya pula tersenyum.
“Tidak ada kebaikan yang akan kita dapat melalui jalan yang salah. Percayalah, kalau benar mereka kaki ampu dan bodek sahaja… pangkat yang mereka dapat akan menyebabkan mereka melarat. Gaji naik, tetapi ketenangan hati menurun. Ingat apa yang saya kata tadi, what you give you get back… Golden rule itu bukan untuk kebaikan sahaja, tetapi untuk kejahatan juga. Kalau kita berikan kejahatan, kejahatan itu akan kembali semula kepada kita. Kaki ampu, mungkin akan dapat anak yang pandai bermuka-muka. Kaki bodek mungkin dibalas dengan isteri yang berpura-pura!” terang saya panjang lebar. 

“Jadi apa yang harus saya lakukan dengan baki masa perkhidmatan yang tinggal tidak beberapa bulan lagi ni?”
“Bekerjalah dengan gigih. Walaupun mungkin bos tidak melihatnya, tetapi Allah Maha Melihat. Bekerja itu satu ibadah. God is our “ceo”, kata orang sekarang. Insya-Allah, satu hari nanti manusia juga akan diperlihatkan oleh Allah tentang keikhlasan manusia yang lain. Jangan berhenti memberi kebaikan hanya kerana tidak dapat penghargaan…”

“Maksud encik?” 
“Jangan mengharap terima kasih daripada manusia atas kebaikan yang kita buat kepadanya.”
“Kenapa?”
“Kita akan sakit jiwa!”
“Kenapa?”
“Kerana umumnya manusia tidak pandai berterima kasih. Lihatlah, kalau kepada Allah yang Maha Memberi pun manusia tidak pandai bersyukur dan berterima kasih, apalagi kepada manusia yang pemberiannya terbatas dan berkala. Sedikit sekali daripada manusia yang bersyukur,” balas saya mengulangi apa yang maktub dalam Al Quran. 

“Tetapi Allah tidak berhenti memberi… “ kata kakak itu perlahan.
“Walaupun manusia tidak berterima kasih kepada-Nya. Sekalipun kepada yang derhaka dan kafir, tetapi Allah terus memberi… Justeru siapa kita yang tergamak berhenti memberi hanya kerana tidak mendapat penghargaan dan ucapan terima kasih?”
“Ah, kita terlalu ego…” 

Dan itulah kesimpulan perbualan yang saya kira sangat bermakna dan besar impaknya dalam hidup saya. Saya terasa “diperingatkan” semasa memberi peringatan kerana pada hakikatnya saya juga tidak terlepas daripada lintasan hati oleh satu pertanyaan… orang ikhlas tertindas? 

Fikrah:

1) Nikmat memberi adalah kepada yang mahu merasa kemanisan iman. Asalkan kita punya 'pandangan sarwa Islam' yang cukup besar melebihi jiwa kita adanya.

2) Punyai jiwa yang besar memerlukan keikhlasan dalam amalan, yang redha dan sentiasa bersangka baik dengan Tuhan yang Maha Kaya, dan Maha mengetahui.

Teachers in the news

Monday, 12 April 2010 (The Star)

Teachers should be treated better


BESIDES the heavy workload of teachers, I would like to highlight their poor working condition and environment. Almost all other government departments have better working conditions.
Hospitals, police stations and other government departments are now fully air-conditioned but teachers have to slog in hot and humid classrooms where the fans and lights are sometimes spoilt.

The male teachers would love to wear ties in the classroom but the humidity does not work in their favour.It can be argued that some schools have air-conditioned staff rooms but how many are that privileged?Even if the staff rooms are air-conditioned, there is an unwritten rule that we can only switch on the air-conditioners after 10am.

In some schools, the fans are not allowed to be switched on in the morning. Students are only allowed to do so after recess to cut cost.
Students will not be comfortable learning under such conditions.Teachers are professionals and soon even primary schools will be flooded with graduates and they deserve better treatment than this.

Canteens in schools, compared to other government departments, are also far from satisfactory. The space or room allocated for teachers is congested and stuffy and don’t come with air-conditioning. Thanks to privatisation of the general workers, our toilets are much cleaner but a great deal has to be done to upgrade the facilities.Having only one or two small cubicles as toilets for teachers is embarrassing.

Correct me if I am wrong, but all other government staff except teachers are provided with stationery. Teachers use more pens than anybody else but we are not provided with these. Nowadays, we are compelled to use white board markers which do not come cheap. There are schools which provide each teacher with two markers at the beginning of the year. We are told to buy our own refills or get new markers. Each marker hardly lasts a week. I am not being petty about buying marker pens and other stationery but why do other government staff enjoy such facilities while teachers have to shoulder such expenses?

I feel teachers are the most under-rated civilian staff and they deserve better treatment and opportunities for promotion. Most of us get promoted not on merit but on the time-based system.
It cannot be denied that the Education Ministry has been creating more opportunities for promotion but what percentage of the profession does that represent? To add to the woes of senior teachers at secondary schools, young teachers have been employed to teach Form Six classes just because they get to jump to a higher scale. Senior teachers who have been teaching Form Six classes all these while are relegated to lower forms. Some argue that young teachers should be given a chance to get quick promotions. But what about the seniors? Don’t they deserve some recognition too?

While other departments have their own fleet of vehicles for official purposes, teachers have to fend for themselves. Not all teachers can afford luxury cars and pupils feel shy to make a trip in a teacher’s car as it is not flashy enough.

JAYARAJ K.G.S.,
Sitiawan.

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Reply:
Tuesday, 13 April 2010 (The Star)

Be sure you love teaching before joining the profession



I AM quite disappointed with the views expressed in the letter “Teachers should be treated better,” (The Star, April 12).

There is too much grumbling and complaints between the lines. Government school teachers should be thankful to their boss, the Government. There is only recruitment and retirement in the teaching profession. Have you ever heard of any retrenchment of teachers? Teaching in government schools is such a laid-back career as it is not affected by the economic downturn or other circumstances.

Moreover, most school teachers still have enough energy and free time to do part-time job such as tuition, direct sales and insurance, or help their spouse to run a business.

On top of that, they have salary increments every year and are paid allowances regardless of how bad the economy is.

They enjoy about 78 days of holidays annually, excluding public holidays.

So, what else do teachers want? Teaching is a noble profession and people should be sure that they love teaching before joining the profession.

ANGRY PARENT,
Malacca.


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Reply:
Wednesday, 14 April 2010 (Suara Hati)

Teachers’ complaints valid and reasonable

AS I have many teachers in my extended family, I feel the need to respond to the letter “Be sure you love teaching before joining the profession” (The Star, April 13) in order to clarify some misconceptions about the teaching profession.

Firstly, it is true that most teachers have lifelong job security. However, if you think teaching is so laidback and easy, you should try handling one of the more raucous classes for a week and see if it changes your perception.

The average fresh entry into the profession has to go through 30 to 40 years before reaching retirement. Many of these years will be spent struggling with students who have absolutely no desire to learn.

Secondly, I disagree with the view that most school teachers have plenty of free time. Don’t generalise from a few, highly visible examples who seem to be touting the latest health supplement at every opportunity.

It is true that most school sessions last only half the day. However, dedicated teachers have most of their non-teaching hours taken up by meetings, co-curricular duties, lesson preparations, endless marking of books and test papers, and various committee responsibilities. Wouldn’t any non-teacher protest if their non-office hours were intruded upon by such obligations? If some teachers attend to family matters or hold tuition classes in between, it is through the sacrifice of their own personal time and energy. Again, would any of us in the private sector accept our bosses telling us how to spend our free time once we have clocked out?

Thirdly, the number of holidays that teachers get is often the envy of other sectors. However, this is somewhat offset when meetings are held in the middle of school holidays. Teachers also have fewer days of personal leave to use for important events like weddings, and such leave is subject to potentially strict approval.

Finally and most importantly, many teachers do indeed love teaching. It is the whole reason they joined the profession in the first place. Again, don’t let a few opportunists who brag about their light schedules and plentiful holidays tarnish the entire profession. Many teachers today feel that they are overburdened with paperwork and other compulsory tasks that interfere with their lesson preparations and actual teaching.

These teachers signed onto the job aspiring to teach and guide eager young students, but they didn’t realise that inputting of data, compiling of statistics and writing of progress reports would form the bulk of their work. And this is not even including the after-hours obligations I mentioned earlier.

So give teachers a break, including a little respect and sympathy. If some teachers ask that their working conditions be made a little less strenuous and distracting, it is a valid and reasonable request.

SCOTT THONG YU YUEN,
Ipoh.


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Reply:

Official REPLY from MOE 

Ministry of Education (MOE) would like to thank Mr. Jayaraj K.G.S. of Sitiawan for his marked of concern through his article, “Teachers Should Be Treated Better” pertaining the treatment teachers should be receiving in their line of duties educating our young nation. The MOE takes Mr. Jayaraj K.G.S. concern seriously thus it is vital that the matter be looked into in further understanding and detailing.

Teachers’ code of attire during their working hours at school are addressed specifically in Surat Pekeliling Ikhtisas Bil 6/1985 dated 9 May 1985 and Surat Pekeliling Ikhtisas Bil 7/2001 dated 7 June 2001. In both Surat Pekeliling Ikhtisas, it is clearly stated that male teachers are encouraged to wear ties during their working hours at school, thus weather permits they remain encouraged to do so.

The importance of conducive working environment in any education facilities is not deniable. MOE agreed that to provide conducive learning and working environment for all in the school premises is of upmost important and must be advocated. Teachers are no doubt prominent to the growth of the nation education and sensitivity as well as improvement on their welfare will always gain attention from the MOE. Its importance can be discerned in various steps already taken by the MOE to improve teachers’ welfare. As it is, the MOE is now conducting a study pertaining teachers’ welfare particularly on teachers’ work load and the findings to this study will definitely help the MOE to further improve teachers working environment.

The suggestions made by Mr Jayaraj K. G. S. to MOE is not an isolation but already taken care of from time to time. MOE would be glad to look further into all matters pertaining teachers welfare as the need arises.

Ministry of Education (MOE) refer to an article published in THE STAR newspaper dated 12 April on the issue of – TEACHERS SHOULD BE TREATED BETTER.


CORPORATE COMMUNICATION UNIT
MINISTRY OF EDUCATION MALAYSIA

Teachers' stress

Teachers in a trap

By PRIYA KULASAGARAN

From filing paperwork to organising events and managing irate parents, teachers today are feeling pressured from everything else — save the act of teaching itself.

educate@thestar.com.my

LIKE many of her fellow educators, Kelantanese primary school teacher Mazi* has a few gripes about her work.

“The main issue for me is getting pupils to take an interest in learning,” she says.

“Some of them are living well below the poverty line, and their parents are not too bothered about whether they do well in school or not.

“I feel like half my time in class is spent motivating these children instead of teaching them.”

She adds that her school’s physical infrastructure serves to add to pupils’ disinterest.

“I’m not talking about newer buildings or better classrooms - just basics like functioning school toilets.

“When the learning environment is not conducive, it makes it all the more harder to get pupils to care about education.”

More than enough: A 2005 survey found that seven out of 10 teachers suffer from stress, one of the main reasons of which is too much paper work that have little to do with teaching.

But Mazi sees these problems as part and parcel of her job.

“At the end of the day, teaching is all about nuturing students and achieving this with whatever resources you have,” she says.

It seems that for most, however, the burdens of teaching may be just too much to bear.

Just earlier this month, it was reported that teachers were considering holding a demonstration to highlight their plight of being laden with “irrelevant work”.

National Union of the Teaching Profession president Hashim Adnan was quoted saying that overzealous state education department heads and excessive paper work has affected teaching quality.

‘’We are mostly doing clerical work in schools and among our duties include collecting irrelevant data, attending courses, organising programmes and doing correspondence work.

‘’Also, since some schools were now Sekolah Berprestasi Tinggi, we are required to do plenty of documentation work every day ... we are unable to focus in class,’’ Hashim said.

Plans for the protest have since been shelved, as the NUTP has made arrangements with the Education Ministry and is scheduled to meet Deputy Prime Minister and Education Minister Tan Sri Muhyiddin Yassin to resolve these issues.

Suffice to say, these grouses have been brought up by the union time and time again.

In a survey carried out by the NUTP in 2005, it was reported that almost seven out of 10 teachers say that they are under stress.

When contacted for this article, the NUTP declined any comment.

Duty juggling

For some teachers, pushing paper appears to be the most tedious aspect of their working day.

“Aside from marking students’ essays and homework, we have to fill out their personal records, health records and various assessment reports,” says secondary school teacher Sharon*.

“Activities such as the Nilam reading programme may sound good in theory, but in reality they just provide an abundance of new forms to fill up.

“In order to be able to cope, I sometimes ask school prefects or class monitors to help me fill in the reports — it’s not something I’m proud of, but it leaves me time to do some actual teaching.”

Currently posted in a boarding school, Wati* says that organising school events takes up too much time.

Teachers have to balance the difficult task of managing parents’ expectations for a string of A’s and instilling a love for learning in their students.

“We have to coordinate sports days, graduation days, camps, competitions — all of which are taxing.

“While the bigger events do hold relevance for the students, a good deal of these activities fail to achieve much besides pomp and an excuse for students to be out of class,” she says.

Yeo* says that it is not uncommon for teachers to juggle various roles at one go.

“Although my teachers’ training option was English, I now teach History in addition to my English classes,” she says.

“Under the teaching of Mathematics and Science in English policy (PPSMI), I was also roped in to help the Mathematics teacher because her command of English was quite poor.

“I also act as the adviser of the school’s English society and volleyball team — this involves staying back late in school at least twice a week.”

Yeo adds that the responsibilities given have left her with little time to focus on developing her skills.

“I barely have time to prepare my lesson plans at the moment.

“At the very least, I think that teachers should be given roles that are relevant to their interests and expertise; that way, they can focus on being good at a particular area for the benefit of their students.”

Parental pressure

In the NUTP survey mentioned, it was also found that a whopping 83% of respondents citied parents and students as main sources of stress.

According to primary school teacher Tan*, the results are hardly surprising as teachers bear the brunt of blame for producing less-than-stellar students.

“In addition to pressure from the administration to ensure that all students make the grade, parents say we are not pushing their children hard enough academically,” she says.

“I’ve even had complaints from parents that I’m not doling out enough homework!”

Tan, who teaches in a vernacular school, adds that she is conflicted by the requirement to check off boxes instead of educating young minds.

“Ideally, I want to instill the love of learning among my pupils, regardless of their ability. In reality, I have to force them to mug for examinations so that they have a string of A’s to show their parents.”

For Wiliam*, the main source of pressure comes from not being able to discipline his students.

He says that parents are too quick to blame teachers, and relates an incident which occurred in his secondary school in Selangor.

“The discipline teacher had caught a student smoking on school grounds, and the student was swiftly caned as a result,” says William.

“The next day, the teen’s father arrived demanding to see the teacher.

“Before my colleague could explain why he had punished the boy, the father proceed to hurl vulgar insults at the teacher, and even took a swing at him! Luckily, he missed.”

While William says that he does not condone corporal punishment, he places priority on maintaining school order.

“Some students just do not respond to reasoning, no matter how hard you try.

“I think what makes them bold is knowing that they’ll have their parents defending their actions,” he says.

Secondary school teacher Jamilah* agrees, saying that the teachers in her school avoid reprimanding students for the fear of parents.

“I once scolded a student for handing in her homework late, and for not putting enough effort into it.

“My reward for doing so was to get screamed at by the student’s mother.

“Now, I don’t bother whether students hand in their work or not — it just means that there are less books for me to mark,” says Jamilah.

Workplace politics

Much like at any other workplace, office politics are rampant in schools as well.

But a few teachers cast serious accusations regarding the practice of favouritism in their schools.

One teacher claims that she receives a heavier workload than most of her colleagues.

“I teach both English and Moral Studies, and I am a class teacher as well as an advisor for a student club. Plus, I’m always given the task of organising one school event after another.

“It’s frustrating because I feel the workload is not being distributed evenly amongst the staff — those who are very ‘friendly’ with the headmistress seem to get away with doing much less.

She adds darkly, “I can’t help but notice that these teachers are of the same race as the headmistress.”

With almost 20 years of experience, another teacher claims that she has been passed over for promotions due to the colour of her skin.

“I don’t have any problems with my colleagues, but rather the principal,” she says.

“Numerous younger teachers have moved up the ranks with ease, all of them of a certain race.

“The only reason given to me so far was that I did not need a promotion because I’m doing so well in my current position.”

But as senior teacher Hasni* points out, any discussion of race is complicated in this country.

“I think that suspicion and fear are now so ingrained at all levels of our society – sadly, even among the educated,” she says.

“I’ve heard of similar claims in my school, but more often than not, it’s just a case of the teacher in question not being good enough.”

Generation gap

Like many wide-eyed young graduates, Azreen* was eager to put her theoretical knowledge to the test when she started teaching in a boarding school in Johor.

Much to her chagrin, she found that many of her senior colleagues were not interested in updating the status quo.

“What I loved about teaching was the opportunity to try out ideas in engaging students.

“But some of the older teachers were not happy with my approaches in the classroom, although the students were responding really well,” says Azreen.

She adds that she felt pressured to adhere to norms that were at odds with her personal convictions.

“For instance, I insisted on speaking in English to my students, so as to encourage them to use and practise their language skills.

“As a result, I was ridiculed by other teachers who said that I had ‘forgotten’ my roots and I was too ‘Westernised’.”

After a few years of sticking it out, Azreen has since left the profession to join the corporate world.

Meanwhile, Bakar*, an assistant principal nearing retirement, has problems handling the younger generation of teachers.

“What disheartens me the most is the complete lack of passion in the new crop of teachers,” he says.

“They don’t bother taking any initiative or pride in doing their job well.”

Bakar says that having to constantly monitor teachers on basic tasks cuts into the time he needs for his own work.

“I even have to check up on them to do things like preparing a lesson plan before stepping into class, or ensuring that they show up for co-curricular activities that they are in charge of.

“With a few notable exceptions, I have spoon-fed teachers with information and instructions just to get simple things done!” he exclaims.

Lecturer Chong* concedes that Bakar’s views hold water, as his teachers’ training college frequently receives such feedback from school principals.

“It’s the attitude rather than the skills of young teachers that are giving administrators a headache,” says Chong, adding that the regimented environment in college may be a factor in causing apathy among trainees.

Bakar offers a more cynical point of view, saying that the problems plaguing the profession do not make it an attractive option for many.

“The profession is one that demands sacrifice and patience, but a good number of young teachers are only in it for the want of other options,” he says.

“Unfortunately, the reality is that teaching is not exactly the top choice for most talented individuals, especially when they can get better paying jobs elsewhere.”

*Names have been changed.




Fikrah Q:
1) what goes in, goes out?
2) what u give, u get back?
3) for things to change, u have to change first?
4) People can't accept change, still they changed... sooner or later..
5) certain idealism can be practical when we change?
6) we used to be in the school, as students. still, our experiences are different.
7) My points of view may not be same as yours... although we see the same things?
8) Some people see only the trees, without seeing the forest...

My name is Khan, and I'm not a terrorist

My Name is Khan (2010)

Plot

Rizwan Khan (Tanay Chheda) is a Muslim child who grew up with his brother Zakir and his mother (Zarina Wahab) in a middle class family in the Borivali section of Mumbai. Rizwan is different from the other children and no one, including his mother, can understand why. However, he has certain gifts, particularly a special ability to repair any machine that is broken. His difference leads to special tutoring from a reclusive scholar and extra attention from his mother. This attention, however, leads to a heightened level of jealousy from his brother Zakir, who eventually leaves his family for a life in the United States.

Despite this resentment, as an adult Zakir (Jimmy Shergill) sponsors Rizwan (Shahrukh Khan) to come and live with him in San Francisco. It is at this time that Zakir's psychologist wife, Haseena diagnoses Rizwan as having Asperger's syndrome, a disorder which makes it difficult for people to interact socially. Rizwan also begins to work for Zakir as an herbal salesman and in the process he meets a Hindu woman, Mandira and her young son, Sameer or Sam (Yuvaan Makaar), from a previous marriage. Despite Zakir's hostility to the match, they marry and settle down in the fictional town of Banville, where both Mandira and Samir take Rizwan's last name as their own. They also live next door to the Garrick family. Sam is close with their young son, Reese (Kenton Duty and Michael Arnold) while Mark (Dominic Renda) is a journalist and Sarah (Katie A. Keane) is a friend of Mandira.

The Khans' perfect existence gets disrupted, however, after the September 11 attacks on the twin towers in New York City. Mark goes to cover the war in Afghanistan and dies there. At the same time, the Khan family begins to experience post 9-11 prejudice in their community and Reese begins to turn against Sam as well. One afternoon, an argument between them turns into a racially motivated schoolyard fight between Sam and a number of older students. Reese tries to stop the fight but is held back and Sam is injured so badly that he dies. A shattered Mandira blames Rizvan for his death stating that Sam "died only because his name was Khan." She then tells Rizwan that she no longer wants him in her life. When he asks her what he has to do to be a part of her life, she tells him that he has to tell the people of the United States, and the President that his name is Khan and that he is not a terrorist.

Then, his adventure continues...

Fikrah:-

Love is much greater than hatred!

FULLY RECOMMENDED

Just one Great Movie

INVICTUS (2009)



1) People forget that Nelson Mandela came to power at a time when his country was bitterly divided. There was the bitter experience that white South Africans saw in their neighboring countries,i.e., Rhodesia, now Zimbabwe and other nations where the White colonialist had been replaced by Black African politicians and a stable government had been replaced by corrupt, self-serving regimes where those in power feathered their nests after seizing the assets of their former White citizens and placed all their friends in positions of authority with the result of the country going to the dogs. The scene where the Afrikaaner newspaper remarks, "Mandela can get elected but can he run a country?" and the superb Morgan Freeman remarks to his bodyguard that the headline raises a good point.

2) In a sense, this film is about Mandela. The rugby team becomes a metaphor of what he faced when ascending to the presidency, a nation divided. Noting that the Black South Africans were cheering for the opposition in the face of the old Apartheid guard whose love of rugby unified them. It's easy to forget that there was a great division among White South Africans, i.e., the descendants of the Boers, Afrikaaners, and the rest. There was even a middle ground with the "Coloreds," Asian South Africans, being caught between these two worlds and there were bitter rivalries among the competing African political interest groups as well.

3) Mandela's focus on reviving the national rugby team and making it a symbol of a new united nation homes in on the role of Matt Damon, an Afrikaaner who's the captain of the team. Francois is the catalyst that makes this story work and Damon, the rugged Mick from Boston, does a fantastic job showing the transition from hopelessness to hope as many White South Africans felt at that time.

4) The wonderful thing about this film is its touching on all the levels. It goes beyond being merely the story of a single man or group of men. Sure, we love a "feel good" movie and of course we love an "underdog can win" flick, but this film works works because its about people working together to rebuild something new for everybody.

Note:Invictus is based on Playing the Enemy: Nelson Mandela and the Game That Changed a Nation (2008) by John Carlin. The book was adapted for the movie by American screenwriter Anthony Peckham. Carlin's book was republished in 2009 under the title Invictus: Nelson Mandela and the Game That Made a Nation.

MANUSIA MELAYU DENGAN KRISIS NILAI

MANUSIA MELAYU DENGAN KRISIS NILAI

Saya selalu mendengar ucapan-ucapan para politikus tentang betapa berbudi bahasanya manusia Melayu ini. Saya juga ada membaca dalam kitab dan buku-buku lama tentang nilai nilai indah manusia Melayu. Malah ada si polan dan si polan yang tanpa segan silu dan tanpa selidik yang dalam telah berani mengakui bahawa manusia Melayu - satu satunya manusia di dunia ini yang bersopan santun dan berbudi bahasa.

Memang betul – ada kebenaran kenyataan ini. Manusia Melayu lima puluh tahun dahulu bersopan santun dan berbudi bahasa. Memang betul manusia Melayu tiga puluh tahun dahulu memiliki nilai kemanusiaan yang kukuh. Tetapi hari ini semuanya telah berubah dan bertukar. Sadikit demi sadikit nilai budi bahasa sopan santun manusia Melayu itu telah berubah.

Perubahan ini muncul kerana asas sistem ekonomi manusia Melayu itu berubah. Dari masyarakat feudal yang berasaskan ekonomi pertanian manusia Melayu telah memasuki ke alam ekonomi kapitalis. Perubahan ini tidak dapat tidak telah juga mengubah pembudayaan manusia Melayu itu sendiri.

Satu ketika dahulu kenduri nikah kahwin adalah kerja bergotong royong untuk sanak saudara dan jiran sekampong – kini semuanya dijalankan oleh kontrektor. Tenaga dan masa yang satu ketika dahulu melimpah ruah dan diberikan secara percuma kini – masa dan tenaga - telah di ukur dengan nilai wang ringgit. Justeru kita tidak akan hairan kadangkala upacara keagamaan juga memerlukan perbayaran. Iman dan Tok Kadi kini perlu dibayar untuk doa dan kehadiran mereka. Tiga puluh tahun dahulu mustahil pekara ini berlaku.


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Peralihan dari sistem ekonomi semi feudal ke semi kapitalis ini telah didatangkan dengan mendadak. Peralihan ini bukan satu evolusi – sadikit demi sedikit. Ianya adalah sebahagian dari nilai budaya Dasar Ekonomi Baru yang diajukan oleh kerajaan United Malays National Organisation bermula dari tahun 1970. Dalam masa tiga puluh tahun manusia Melayu kampong berubah untuk menjadi manusia Melayu bandar. Dari suasana kampong yang aman permai manusia Melayu telah di lambakkan ke dalam kota dan pekan yang hiruk piruk dan penuh dengan persaiangan.

Peralihan dari ekonomi semi feudal ke semi kapitalis ini adalah perjalanan sejarah ekonomi kapitalis. Ini adalah hukum perjalanan ekonomi kapitalis yang beralih dari satu bentuk ke satu bentuk yang lain. Ini bukan menghairankan. Apa yang menjadi masaalah disini ialah proses peralihan ini datang mendadak kepada manusia Melayu. Dalam masa satu jenerasi – tiga puluh tahun - kaum tani Melayu telah berubah dari bercucuk tanam untuk menyara hidup kepada penjual tenaga untuk membeli makanan.

Ekonomi wang ringgit yang dipekenalkan oleh sistem kapitalis ini telah membawa nilai-nilai baru. Manusia Melayu kini berhadapan dengan gelombangan pasang surut ekonomi kapitalis dunia. Manusia Melayu tidak lagi tinggal bersendirian dalam tempurong suasana kampong yang aman permai.

Perubahan mendadak ini telah melahirkan kekacauan budaya. Ianya juga melahirkan kekacauan nilai. Ianya juga melahirkan kekacauan jati diri. Ketiga-tiga kekacauan ini sedang berlaku sekarang ini. Semua manifestasi dari kekacauan ini dapat kita lihat. Setiap hari jika kita memberi perhatian yang rapi maka apa yang kita baca dari akhbar atau ada yang kita dengar dari radio atau lihat dikaca tv – adalah manifestasi dari kekacauan ini. Apa yang dipanggil masaalah sosial itu sebenarnya adalah manifestasi kekacaun nilai manusia Melayu.

Ekonomi kapitalis ini telah menobatkan hak individu lebih tinggi nilainya dari hak orang ramai. Hak individu lebih dihormati dari hak kelompok. Ekonomi kapitalis ini telah membuat ukuran dan rujukan bahawa kesempurnaan hidup dan kejayaan hidup akan dinilai dengan jumlah harta benda yang dimiliki. Susuk tanpa pemilikan akan di cap sebagai susuk yang gagal.


Kerana ini kita lihat manusia Melayu ketika ini dalam keadaan bagitu kacau sekali. Jiwa dan hati nuraninya sedang dirobek-robek oleh keadaan sekeliling. Zaman hidup aman damai tanpa penggunaan wang ringgit yang banyak masih lagi dalam ingatan. Nilai kampong yang penuh dengan berbudi bahasa kini dalam peralihan. Nilai ini sedang bertembung dengan nilai ringgit dan dinar.

Hasil pertembungan ini, sadikit demi sadikit nilai budi murni manusia Melayu terhakis. Sadikit demi sedikit nilai kejujuran yang dimiliki oleh manusia kampong lupus. Kuasa ringgit dan dinar cukup ampoh. Kuasa ringgit dan dolar telah dapat menengelamkan nilai kemanusiaan yang dimiliki oleh manusia Melayu. Nilai ini mewajibkan manusia Melayu berlumba dan bersaing. Manusia Melayu diwajibkan untuk merebut peluang ekonomi duit ringgit kalau tidak mereka akan dilihat gagal.


>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


Justeru hari ini kita melihat adanya Melayu yang ingin menjadi Arab. Ini adalah jalan senang untuk tafsiran jati diri kemelayuan mereka. Mengikut takrifan mereka menjadi Arab/Melayu/Islam ini adalah benteng pertahanan jati diri dari serangan kapitalis global. Dalam masa yang sama kita melihat Melayu yang gaya hidupnya cukup kosmopolitan yang bebas dari ciri-ciri nilai Melayu tradisional.

Hakikatnya nilai majoriti manusia Melayu hari ini amat kacau. Kejujuran, budi bahasa and tulus ikhlas semakin berkurangan. Ampu bodek dan bermuka muka menjadi budaya harian. Kalau dahulu : Kata akan di kota sebagai pegangan budaya Melayu. Kini kata wajib disadur dengan ringgit dan dolar. Semua ini adalah nilai-nilai yang dilahirkan oleh budaya sistem ekonomi kapitalis.

Pada awal tahun 2010 ini krisis nilai manusia Melayu telah sampai ke satu kemuncak persimpangan. Manusia Melayu di Malaysia pada thun 2010 ini sedang di uji sama ada dalam roh kemelayuan mereka ada atau tidak lagi tersimpan nilai-nilai kejujuran. Apakah manusia Melayu boleh bercakap benar. Apakah manusia Melayu itu akan tahu apa yang hak dan apa yang batil.


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Manusia Melayu akan diuji sama ada mereka berani berkata benar apabila melihat fakta yang terpampang di hadapan mata mereka. Atau mereka memilih untuk menjadi manusia yang tidak jujur untuk terus menipu diri sendiri kerana kepentingan ekonomi.

Ujian yang akan sampai ini adalah ujian terahir untuk tamadun Melayu. Ujian ini adalah ujian nilai tentang harga budaya bangsa, jati diri bangsa dan masa hadapan tamadun negara bangsa. Di kemuncak persimpangan ini semua manusia Melayu - tua dan muda - wajib melihat dan menilai diri mereka sendiri

Di akhir ujian ini jiwa halus manusia Melayu akan bertanya sendiri apakah maksud kata-kata ini : Bercakap benar didalam sebuah negara yang penuh dengan kezaliman dan penindasan ialah satu jihad. Bercakap benar dalam sebuah negara kuku besi adalah langkah revolusi. (TT)




(http://tukartiub.blogspot.com/2010/03/berhenti-sabentar-dan-fikirkan.html)

Dakwah Satu Perjuangan Sepanjang Zaman

Nukilan : Hj Nik Mohd Yusoff Nik Ismail , YDP WADAH Selangor
Dideklamasikan pada 19 Dis 09 bersamaan 2 Muharram 1431H dalam Program Malam Silaturrahim NGO Islam JAIS sempena ' Minggu Duat Selangor' di Dataran Masjid Negeri Shah Alam.

Dakwah satu perjuangan sepanjang zaman
Memenuhi tuntutan-tuntutan tuhan
Sebagai 'abdillah yang beriman
Sebagai khalifah yang berkebajikan..

Dakwah itu bermakna pengorbanan
Melalui harta takhta serta pengalaman
Melalui masa dan daya pemikiran
Kebijaksanaan dan garis pedoman..

Dakwah itu bererti qudwah hasanah
Membangun diri jangan punah
Memurnikan rohani secara istiqamah
Daya fikir penggerak wadah..

Dakwah itu tarbiah
Mendidik dan melatih
Sehingga menjadi insan terpilih
Dipuji malaikat doa terpilih..

Dakwah itu ibadah
Meliputi segala liku dan wilayah
Dari peribadi hingga ke pemerintah
Melalui uslubul-hasanah..

Dakwah itu istiqamah
Istiqamah atas jalan yang diamanah
Menepis segala hasutan iblis pemusnah
Agar perjuangan tidah punah-ranah..

Dakwah itu kesabaran
Sabar itu separuh daripada iman
Mencari ilham dalam ancaman
Begitulah pendakwah budiman..

Dakwah itu jihad
Menegak kebenaran penuh tekad
Aufu bil 'uqud!
Aufu bil 'uqud!

Dakwah itu 'amal-jamaii
Bermuafakat sesama sendiri
Bersyura menepati peraturan Ilahi
Agar segala diberkati..

Dakwah itu kepimpinan
Kepimpinan itu satu penderitaan
Bukan anugerah kenalan
Atau hadiah buat si polan..

Dakwah itu kaya akhlak
Jiwa diasuh diri tak rosak
Dipegang teguh sampai layak
Menjadi insan bukan perosak..

Dakwah itu penyebaran
Wlaaupun cuma satu ungkapan
Bermula dengan diri hingga ke teman
Tanpa mengenal benua dan sempadan..

Dakwah itu amar makruf nahi mungkar
Yang Makruf jangan diengkar
Yang mungkar jangan dibiar
Agar umat menjadi segar..

Dakwah itu keadilan-kebenaran
Apa erti perjuangan tanpa kebenaran
Apa erti perjuangan tanpa ke'adilan
Keadilan teras keamanan..

Dakwah itu nasihah
Membimbing umat dengan susah payah
Bersaksikan qudwah hasanah
Dilaksanakan dengan penuh hikmah..

Dakwah itu amanah
Dipegang teguh dengan sungguh-sungguh
Agar terlaksana tanpa tangguh
Segala harapan membawa berkah..

Dakwah itu ujian
Hadapi rintangan dan halangan
Dari lawan dan juga rakan
Itulah fitrah mencari kebenaran..

Dakwah itu tak kenal penat-lelah
Bersedia atau dalam susah
Pantang undur seorang pendakwah
Bak panglima yang perkasa gagah..

Dakwah itu hijrah-perubahan
Bermula dengan niat yang diabadikan
Dengan tingkatkan rohani berteraskan iman
Menghadap wajah dengan Yaa Rahman..

Dakwah itu mulai dari diri
Membangun diri dengan pekerti
Memperbaiki sampai mati
Itulah pejuang sejati..

Dakwah itu muhasabah
Muhasabah diri dengan tabah
Mencari kelemahan elak fitnah
Agar perjuangan menjadi mudah..

Dakwah itu ikhtiar-tawakkal
Ikhtiar sepenuh akal
Mengolah kaedah, uslub yang afdhal
Lalu tawakkal kepada yang kekal...

Faith in the job

Faith in the job
By PRIYA KULASAGARAN

Religion plays an important role in society, but religious teachers do more than teach people to pray.

USTAZ Hasrizal Abdul Jamil’s family was not amused when he spurned a scholarship in economics to pursue theology.
“Choosing to do Islamic Studies while having excellent academic results was not seen as a sensible option,” says the 35-year-old.
“My idea was to overcome the stigma, because it’s not right that this field is seen as a last resort.”
After completing his degree in Sharia and Islamic Studies at the Mu’tah University in Jordan, Hasrizal made another radical decision. He wanted to venture further abroad.

Hasrizal in Tokyo, Japan, conducting a course on Islamic Studies for Malaysian students. His job has taken him all over the world.
“My experiences in Islamic school and university were monotonous in a sense, and not reflective of the varied society in Malaysia,” he says.
He explains that he wanted to understand people as much as he understood religious texts.
This quest took him to various locales. He was the first religious minister at the Belfast Islamic Centre of Northern Ireland, United Kingdom.

He also conducted research at the Research Centre for Islamic Art, History and Culture in Istanbul, Turkey.
Although his visits abroad are not as frequent nowadays, Hasrizal is still reaching out to people.
Between conducting motivational camps, giving talks on religion and faithfully updating his blog, the youthful ustaz (Islamic scholar) is in a constant buzz of activity.
The most striking thing about Hasrizal however, is that under his cheerful smile and easy-going persona, lies a steely commitment to his beliefs.

As he writes on his blog: “Some might find my posts controversial, but I’m not interested in being popular. I’d rather be accurate in interpreting my faith.”


My job involves ...

... offering people spiritual and moral guidance.
This includes encouraging people to live according to their faith’s teachings, explaining the meanings of religious scriptures, and conducting religious ceremonies.
However, being an ustaz is not as clear cut as simply teaching people how to pray.
It is about how you apply yourself in accordance with your faith’s teachings.
In my case, I found that being attached to a religious institution did not fit with my idea of being a leader.
Thus, I chose to carry out training and motivational activities to encourage people to adopt Islamic values in their everyday lives.


My morning starts with ...

... prayers, and then on to chores and studying.
When I was working in Ireland, I would be preparing sermons, leading prayers and welcoming visitors to the mosque.
I also found myself organising dialogue sessions with the community so that they could learn more about Islam.
I do much of the same these days, except that I am not limited to one particular centre or mosque.


To qualify, you need ...

... to have a strong belief in your faith.
In Malaysia, the typical perception of an imam (Islamic cleric) is that he is a trusted figure, who has a sound knowledge of religion as compared to the rest of his congregation.
Increasingly, the common practice these days is that the person should also hold a degree in any field related to Islamic Studies, and have good Quranic recitation and memorisation skills.


The best person for the job ...

... is someone who has a burning desire to give of himself and his knowledge, and is interested in humanity.
You need to have good communication skills and be prepared to work with all levels of society. It helps if you can converse in more than one language.
On a personal note, I will add that you must be free of intolerance and aggressiveness.


I love my job because ...

... I get to empower people with knowledge. Religion is meant to be the ultimate definition of how we can connect to God and other beings.
I enjoy helping people work out their questions about God and find meaning in their lives.
I have the opportunity to meet all types of people through my profession, and this shapes my own empathy towards others. It serves to keep me grounded and balanced between being idealistic and realistic.
Also, the process of teaching helps me to continuously develop my own knowledge and skills. The more you want to give, the more you need to have.


What I dislike most ...

... is dealing with the stigma of being a religious leader.
Many assume that my only concern is the afterlife, when I am more interested in improving people’s worldly lives based on values derived from religious thought.
This may be a personal grouse, but dealing with unnecessary bureaucracy imposed by religious authorities can be disheartening.


Prospects for the future ...

... are optimistic, if the role of a religious leader is properly defined in society.
Based on the wide roles played by Islamic centres all over the world, there is a significant need for officers to deal with religious rituals, charity, education, coaching, administration and counselling.
Being one in the Malaysian paradigm can be limiting in a sense, but it will definitely be a staple job.
Religion has always been a mainstay of civilised societies, as it is a source of identity.


A millionaire by 30?

Almost impossible. It may sound cliche, but financial gain is definitely not a motivation to be in this position.
While the salary may be moderate, one can earn extra income through other channels, such as having a business or producing books and CDs of lectures.
But then, you will have to deal with criticism, as the popular perception is that spiritual leaders should not be out to make money.

(http://thestar.com.my/education/story.asp?file=/2010/1/10/education/5416750&sec=education)