Jumaat, November 25, 2011
Isnin, November 21, 2011
Let a Root remains as a Root: Issue on PPSMI
Tulisan ini dibuat bagi menjawab persoalan PPSMI yang sehingga ke hari ini, masih banyak orang keliru apa tujuan dasar ini diketengahkan. Secara tuntas, saya mengulas kenapa tujuan yang salah akan mengelirukan; baik dari aspek falsafah dan pelaksanaan; dan sudah tentu tidak akan mencapai kebenaran dan kejayaan!
Ahad, November 20, 2011
Bungkus aurat atau Tutup aurat?
Beza BUNGKUS dengan TUTUP adalah amat besar.
Situasi 1:
Aisyah: Ahmad, cbe teka aku tgh BUNGKUS ape?
Ahmad: Alaaa, nasi lemak.
Aisyah: Aik? Mane ko tau?
Ahmad: Aku nampk nasi terkluar sikit tu. Lgpun aku tau ko mmg jual nasi lemak.
Aisyah: Ok2. Cbe teka nasi lemak ni byk ke sikit?
Ahmad: Alaaa lg sng. Byk la.
Aisyah: Ha? Cmne ko tau ni?
Ahmad: Tgok bntuk & saiz laa. BUNGKUSan bsar, byk. BUNGKUSan kcik, sikit. Haha kantoi.
Aisyah: Pandainye ko ni.
Ahmad: Bkn aku yg pndai, ko yg xpndai. Haha.
Aisyah: Ceh. Malas la soal.
Situasi 2:
Aisyah: Ahmad, cbe teka aku TUTUP ape dgn tudung saji ni?
Ahmad: Hmmm. Ikan goreng?
Aisyah: Salah. Ahmad: Telur dadar?
Aisyah: Salah lg.
Ahmad: Karipap?
Aisyah: Salah jugak.
Ahmad: Fail MQA?
Aisyah: Ish. Lg la salah.
Ahmad: Abis tu ape? Mne la aku nk tau ape yg ko TUTUP tu.
Aisyah: Nasi lemak laa. Cbe teka byk ke sikit?
Ahmad: Ceh. Mne aku nk tau. Malas la jwb.
Maka pilihlah TUTUP.... :-) "
-Ustaz Zamri
Situasi 1:
Aisyah: Ahmad, cbe teka aku tgh BUNGKUS ape?
Ahmad: Alaaa, nasi lemak.
Aisyah: Aik? Mane ko tau?
Ahmad: Aku nampk nasi terkluar sikit tu. Lgpun aku tau ko mmg jual nasi lemak.
Aisyah: Ok2. Cbe teka nasi lemak ni byk ke sikit?
Ahmad: Alaaa lg sng. Byk la.
Aisyah: Ha? Cmne ko tau ni?
Ahmad: Tgok bntuk & saiz laa. BUNGKUSan bsar, byk. BUNGKUSan kcik, sikit. Haha kantoi.
Aisyah: Pandainye ko ni.
Ahmad: Bkn aku yg pndai, ko yg xpndai. Haha.
Aisyah: Ceh. Malas la soal.
Situasi 2:
Aisyah: Ahmad, cbe teka aku TUTUP ape dgn tudung saji ni?
Ahmad: Hmmm. Ikan goreng?
Aisyah: Salah. Ahmad: Telur dadar?
Aisyah: Salah lg.
Ahmad: Karipap?
Aisyah: Salah jugak.
Ahmad: Fail MQA?
Aisyah: Ish. Lg la salah.
Ahmad: Abis tu ape? Mne la aku nk tau ape yg ko TUTUP tu.
Aisyah: Nasi lemak laa. Cbe teka byk ke sikit?
Ahmad: Ceh. Mne aku nk tau. Malas la jwb.
Maka pilihlah TUTUP.... :-) "
-Ustaz Zamri
Asalkan hatinya baik?
Anak muda di hadapan saya terus mengasak saya dengan hujah-hujah logiknya. Senang melihat anak muda yang berani dan berterus-terang begitu. Hujahnya tajam dan menikam.
“Tidak semestinya wanita yang menutup aurat itu baik, “ tegasnya.
“Saya kenal beberapa orang wanita yang menutup aurat… perangai mereka ada yang lebih buruk berbanding wanita yang tidak menutup aurat,” tambahnya lagi.
Saya diam melihat dia berhujah dengan akal dan pengalaman. Namun pengalamannya agak terbatas. Berapa ramai wanita yang dikenalinya dalam usia semuda itu? Dan akalnya juga terbatas – aqal perlu dirujuk kepada naqal. Mesti memahami prinsip ilmu wahyu terlebih dahulu, kemudian barulah kita bebas menggunakan fikiran dan pengalaman tanpa terbabas.
“Sebenarnya, apa yang cuba awak sampaikan?” tanya saya lembut.
“Saya nak tegaskan bahawa wanita yang baik tidak semestinya menutup aurat.”
“Justeru, wanita yang jahat itu ialah wanita yang menutup aurat?” jolok saya melayan pola logiknya berfikir.
“Er, er, bukan begitu. Maksud saya, baik atau buruknya perangai seseorang wanita tidak bergantung pada pakaiannya, samada dia menutup aurat atau tidak.”
“Apa ukuran awak tentang nilai kebaikan seorang wanita?” kilas saya tiba-tiba.
“Jujur, terus-terang, pemurah, lemah-lembut…”
“Itu sahaja?”
“Ya. Pada ustaz pula apa ukurannya?”
“Kita hanya manusia. Akal kita terbatas. Ukuran dan penilaian kita juga pasti terbatas. Jika diserahkan kepada manusia mentafsir apa itu kebaikan, akan celaru dibuatnya.”
“Mengapa?”
“Kerana setiap manusia ada jalan berfikirnya sendiri. Saya bimbang nilai kebaikan akan menjadi suatu yang relatif dan subjektif, padahal kebaikan itu juga seperti kebenaran… ia suatu yang objektif dan mutlak, ” akui saya terus-terang.
“Habis, untuk apa kita diberi akal? Kita harus rasional dan logik!”
Saya cuba senyum lantas berkata,” akal perlu tunduk kepada penciptanya, Allah. Fikiran mesti merujuk kepada Al Quran dan Hadis. Itu kan lebih tepat… Ilmu kita terbatas, ilmu Allah Maha Luas.”
“Jadi akal kita untuk apa?” desaknya lagi.
“Untuk memikirkan apa hikmah kebaikan yang telah ditentukan Allah dan bagaimana melaksanakannya dalam kehidupan.”
“Ertinya akal kita terikat?”
“Akal kita bebas, tetapi dalam lingkungan syariat. Sama seperti bumi yang sedang ligat berpusing ini… tetapi tetap pada paksinya.”
“Bukankah agama ini untuk orang yang berakal?”
“Betul. Tetapi tidak semua perkara dapat dicapai oleh akal. Lebih-lebih lagi perkara-perkara yang ghaib, tidak akan terjangkau oleh akal. Syurga, Neraka, Titian Sirat, Mahsyar misalnya, wajib dipercayai dan diyakini tanpa perlu dilogik-logikkan lagi. Itulah iman.”
“Ah, jauh kita menyimpang. Bukankah tadi kita berbincang tentang wanita yang baik? Saya ulangi, wanita yang baik tidak semestinya menutup aurat, betulkan?”
“Separuh betul,” jawab saya.
”Kalau dia wanita yang jujur, terus-terang, pemurah dan lemah lembut… ya dia ‘baik’ di sudut itu. Tetapi jika dia mendedahkan auratnya, dia telah melanggar perintah Allah di sudut yang lain. Dia ‘tidak baik’ di sudut berpakaian, kerana hukum menutup aurat telah termaktub dalam Al Quran.”
Anak muda di hadapan saya muram. Nampaknya dia belum berpuas hati.
“Tetapi dia jujur, amanah…”
“Orang yang baik menurut Islam ialah orang yang baik hubungannya dengan Allah dan manusia. Menutup aurat perintah Allah.”
Anak muda di hadapan saya masih tidak puas hati. Perlahan-lahan saya tusuk dengan hujah yang memujuk, “namun percayalah jika benar-benar hatinya baik, insyaAllah lambat laun dia akan menutup aurat juga.”
“Apa hujah ustaz? Pengalaman? Fikiran atau telahan?”
“Masih merujuk kepada Al Hadis.”
“Hadis yang mana?”
“Hadis riwayat Bukhari mengisahkan seorang wanita pelacur berbangsa Yahudi yang telah memberi minum seekor anjing yang kehausan. Atas sebab sifat belas kasihannya itu dia mendapat hidayah lalu menjadi wanita yang solehah.”
“Apa kaitan cerita itu dengan subjek yang kita bincangkan ini?”
“Secara tidak langsung itu menunjukkan bagaimana jika hati seseorang mempunyai sifat-sifat baik seperti kasih sayang, belas kasihan dan pemurah, sekalipun kepada anjing, itu boleh menjadi sebab Allah kurniakan hidayah untuk dia beriman seterusnya menjadi wanita solehah.”
“Maksud ustaz?”
“Jika seorang wanita itu benar-benar baik hatinya insya-Allah lambat laun dia akan menutup aurat walaupun sebelumnya tidak menutup aurat.”
“Oh, begitu. Kenapa ya?”
“Allah menilai pada hati. Jika hati itu baik, lambat laun hal-hal luaran pasti mengikutnya jadi baik.”
“Apa pula pendapat ustaz tentang wanita yang menutup aurat tetapi akhlak dan perangainya buruk?”
“Bab aurat dia telah selamat. Alhamdulillah, kewajiban menutup aurat telah dipatuhinya. Apa yang tinggal… dia perlu membaiki akhlak dan perangainya. Dia perlu terus berusaha.”
“Jika ada berpura-pura? Menutup aurat hanya untuk menunjuk-nunjuk atau sekadar tuntutan fesyen dan trend?”
“Hati manusia kita tidak tahu. Kita tidak tahu hati wanita yang menutup aurat tu jahat atau tidak, samalah seperti kita tidak tahu samada hati wanita yang tidak menutup aurat itu baik atau tidak. Soal hati hak Allah…”
“Tetapi katalah hati wanita yang menutup aurat itu benar-benar jahat…”
“Jika hatinya benar-benar jahat… lambat laun dia akan mendedahkan auratnya semula.”
“Mengapa?”
“Menutup aurat adalah pakaian wanita yang solehah. Wanita yang jahat tidak akan mampu memakai pakaian wanita solehah.”
“Patutlah saya lihat ada wanita yang dulunya memakai tudung labuh, tapi kemudiannya tudungnya semakin singkat, lama kelamaan mula memakai seluar ketat, kemudian berubah kepada memakai baju T sendat… lama-kelamaan bertudung ala kadar sahaja.”
“Perubahan luaran gambaran perubahan hati. Yang tidak menutup aurat… akhirnya perlahan-lahan meningkat untuk menutup aurat kerana hatinya beransur jadi baik. Sebaliknya, yang menutup aurat… secara beransur-ansur akan mendedahkan auratnya jika kualiti hatinya semakin merosot.”
“Siapa wanita yang paling baik?” tiba-tiba anak muda di hadapan saya bertanya sambil merenung muka saya. Serius dan tajam renungannya.
“Tentulah isteri-isteri dan anak-anak nabi Muhammad s.a.w.” jawab saya pasti.
“Bagaimana pakaian mereka?”
“Tentu sahaja mereka menutup aurat. Dan mereka juga pasti memiliki hati yang baik. ”
Kali ini dia pula terdiam. Melihatnya begitu saya terus mengasak, “kalaulah hati yang baik sahaja jadi pernilaian Allah, tentulah isteri-isteri dan anak-anak perempuan Rasulullah tidak perlu menutup aurat. Hati mereka sudah baik. Namun tidak begitu, hati yang baik bukan alasan untuk mendedahkan aurat.”
“Wanita yang baik mesti menutup aurat?”
“Ya.”
“”Wanita yang jahat mesti mendedah aurat?”
“Tidak semestinya, kerana ada wanita yang berhati baik tetapi belum menutup aurat kerana mungkin dia sedang berusaha untuk mengatasi halangan-halangan luaran dan dalamannya untuk menutup aurat.”
“Apa yang boleh kita katakan kepada wanita begitu?”
“Dia sedang berusaha menjadi wanita yang baik.”
“Bagaimana pula dengan wanita yang menutup aurat tetapi buruk perangainya? Wajarkah mereka mendedahkan aurat supaya tidak hipokrit.”
“Perangai yang buruk bukan alasan mendedahkan aurat. Bagi mereka ini, tuntutan menutup aurat sudah ditegakkan, alhamdulilah. Tinggal satu lagi, tuntutan memperbaiki akhlak… itu sahaja yang perlu dilaksanakan. Satu selesai, tinggal lagi satu. Namun bayangkan jika disamping perangai buruk, mereka juga turut mendedahkan aurat … Itu lebih buruk lagi. Dua perkara tak selesai, bab aurat dan bab perangai!”
“Jadi apa kita nak kata tentang wanita yang menutup aurat tetapi buruk perangai ni?” Sekali lagi dia mengajukan soalan yang sama.
“Wallahua’lam. Boleh jadi mereka juga sedang berusaha mengatasi halangan dalaman dan luarannya untuk memperbaiki perangainya. Dan nauzubillah, boleh jadi juga iman mereka sedang merosot sehingga menjejaskan akhlak mereka… yang lama kelamaan jika tidak diatasi akan menyebabkan mereka kembali mendedahkan aurat!”
Dia senyum. Alhamdulillah.
“Saya tahu apa yang saya akan lakukan sekarang…”
“Kenapa? Mengapa? Punya kekasih tidak bertudung tetapi baik hatinya? Atau dikecewakan oleh wanita bertudung tetapi buruk perangainya?”
Soalan akhir itu tidak terluahkan oleh saya. Saya simpan sahaja di dalam hati. Biarlah anak muda ini belajar dari pengalamannya… insyaAllah esok apabila dia mengalaminya sendiri, dia akan ingat satu persatu apa yang didengarnya pada hari ini!
Khamis, November 17, 2011
PPSMI lagi - Q&A with DPM (2009)
Q&A with Tan Sri Muhyidin Yassin on PPSMI issues
July 9, 2009
2012 deadline on Science and Maths to cushion impact
Education Minister Tan Sri Muhyiddin Yassin answers questions related to the reversal in the Teaching of Mathematics and Science in English (PPSMI) policy during a press conference Wednesday.
Question: You were saying that it will come into effect in 2012 and the implementation will be conducted in stages. However, you say that changes would not involve Form 6 and matriculation. Does this mean the extension of English learning hours will come into effect immediately for Form 6 and matriculation?
Muhyiddin: We want to have a soft landing. When we announced today this new decision, that soft landing only means we will only begin at 2012. At the same time it allow us to make all the necessary preparations. As I have announced just now, the number of teachers to be recruited and then the new sort of co-curriculum books we need to introduce to support. This all takes time. I do believe within the time frame we should be able to fufill the requirement. Regards to matriculation and the STPM, the ministry and of course the Cabinet endorsed that they should remain as it is. As you move that way, there is already a lot of English that has been taught at that level. At the same time, we believe that at the stage they reached Form 5, there is very basic strength in terms of command of Bahasa Malaysia. So when you reach that stage of Form 6 or matriculation, you have a strong command of both. But of course we propose to strengthen it further by adding the number of hours at the matriculation and STPM level. That means more time would be given to increase their proficiency and command of the English language.
Q: Tan Sri, with the new decision made by the Education Ministry, is this not in conflict with the aspirations of former Prime Minister Tun Dr Mahathir (Mohamad) who introduced the PPSMI?
A: Yes, I had the opportunity to give a briefing at Tun’s residence along with the director-general and my senior officers. (We) respect that Tun is the initiator of PPSMI and we had a long briefing which stretched more than three hours. Everything was explained. My officers and I had shown what is the success or problems faced by the involved parties in making his vision a success if Science and Maths could be taught in English. So we presented everything and it was then we could inform (him) of the shortcomings our people faced that made it difficult for us to continue with the PPSMI that he proposed. And especially, we have informed (him) of the primary and secondary school standards - which had quite a huge gap and the achievement of students in national schools compared to vernacular schools ie Chinese and Tamil schools. Secondly, the capabilities of the teachers in carrying this out and as I have said earlier, we face a problem because a huge portion of our teachers are not fluent in English....if we continue with it, we are worried of the consequences towards learning. The reasoning is quite clear. It is not that good. Tun has accepted our view. In addition, Tun has also stressed why he proposed the PPSMI. Among (the reasons) is to ensure that Malaysians would really master English as one of the main languages in the world and we want all Malaysians to have the ability to master dual languages which is our national language and English. I explained to him that this is also our aspiration and this is why it is time for me to make the decision today. The Cabinet has approved - we have explained - not only why we are not continuing with PPSMI but more importantly, what are the steps taken to ensure that the status of Bahasa Malaysia is strengthened. The example that we gave Tun was that the periods for teaching English would be increased in time and we would also increase the number of experienced English teachers. Just now, I mentioned 13,000 teachers that we have to recruit. It is a Government commitment towards that. On top of that, Tun also gave his point of view on where we should apply ICT, simple interactive computers that can be used by the students to help them master English. He gave a few suggestions. Those are suggestions which we accept. As I have said earlier, one of the supports we would create is language labs and in addition, with Tun’s suggestions, we would also use technology aid during lessons. The suggestion to use computers to aid the teaching of English we would also take into consideration. And Tun has personally told us that whoever he meets (on that matter), he would bring the relevant parties to us and we are prepared to accept them. Basically, after I have informed that, as it was witnessed by my officers Tun listened and accepted reality eventhough there were a few other suggestions that he aired and that is not a problem to us. We accept. Especially on the matter of mastering English. He gave a lot of examples. So we accept. In China, nearly 200 million of its people are making the effort to learn English. They want to be experts (in English). China’s education system is still based on Mandarin. Because they want to be experts, they have added and increased the learning time for English. And this is what we want to implement in Malaysia and I have mentioned several additional initiatives that we would do such as a fixed English language day which we would have in national schools. During school holidays we could organise summer camps for mastering English... maybe for a week or so. What is important is the syllabus and time table that I have said earlier which can be said not only strengthens but increases the time to nearly 100%. It is the increase of time on top of the current time table that made him see my explanation and made Tun accept the status.
Q: Was the PPSMI a complete failure? A: Well, I wouldn’t say that it is a complete failure. It has not achieved the desired objective. The thing is that the students that got through this system acquired knowledge. It is not a total failure but it is a slow process to achieve even what this PPSMI was supposed to originally achieve. We can continue with it as an option for example but it would take you another 10 to 15 years. By that time I think many things have happened which might not help the student but as far as the education system is concerned - it is not good for us.
Q: PPSMI wasn’t given enough time to come to fruition. A: Well, there were some proposals that it (today's decision) should be made earlier. Some three years ago there was a move to remove it but I think that was a bit premature. So now we have gone through one complete cycle - one cycle. So one exercise to review is correct because we have seen and been able to evaluate the one cycle. What is the position? We have been able to find out this position. So when we saw we cannot allow it for another six more years or five more years? Yes we can but what will be the reprecussion to the students concerned? Will they improve. We are not sure because there are a lot of things we believe are not in that position. Not in the position to deal with the situation of the sort. So the option is to look at what we need. I think parents in Malaysia, I am a parent and would like to see my child or boys and girls have a strong command of English. That is the thinking of all Malaysians. If that is the case, what will be the best modus operandi, the approach we do it? Is it through learning of Maths and Science through English or strengthening the learning of English itself? So we believe this is the better way. Strengthening by way of teaching and learning in English. Getting the right staff and support system. Right technology. Good teachers. Added incentive, added hours. So as you can see from what we have announced, I would believe it put us, our children in a much better position and I did also mentioned that we need to make sure that at the early formative years from Standard One to Standard Six, the six years, the early part when they go to school we must send the best teachers especially in English. They should have within one or two years better command of English. They don’t have to wait for 15 years. If you can see how families that go to kindergarden that has English as the means of instruction, we can see how they fare better within a shorter period of time. So the time that we make this sort of decision to reinforce the learning of English I think it is an appropriate time.
Q: Does this mean that English would become a compulsory subject in SPM? A: That is something which we have to look at because I don’t think it is a right time today to say that we’re moving, enforcing. But as you know when I mooted this idea the response from Malaysians from many vested groups and NGOs, is tremendous. They want to see this implemented as soon as possible, a pass in English or something compulsory before you get a certificate but... I think it will come to a correct time when we all have to make a decision on that later on. If we believe that this system that we are putting into place beginning 2012 will put us in a better state then maybe it is also the right time to make that sort of pass in English as compulsory, that will be the next thing we have to look at. The question is a lot of people think and agree but they say I want you to make sure there are enough teachers, make sure the system is good before enforcing. So we have to look into it.
Q: Six years have gone, do you think the students involved in this circle of time have become guinea pigs because of this decision? A: They are not. They are still humans (laughter from reporters). One, my son is in school and I don’t see him change. I’m talking about improving the command of English that is basically what the reason PPSMI is all about. It’s about learning Maths and Science through English and as far as knowledge is concerned I don’t think we compromise too much. In terms of proficiency of English it hasn’t seen any marked improvement. It is very nominal in nature.
Q: Six years for the government to realise? It’s a very long time. A: Yes, yes we realised it earlier. You must understand the system. We realised it earlier. But at that stage if we start changing, it is too premature. We haven’t got a full cycle, half way through. Today we learn in English and next instant Bahasa Malaysia. If you are in that state you become confused. So the Government is reasonable. To make sure you complete the whole thing. And then we have got a much fairer picture of what decision to make. It must be a correct decision. We cannot make another decision which might lead to people saying, you review it again. I don’t think that is fair. So that’s why we need to take a bit of time. Even when I came to the ministry, people say tomorrow you have to change it. No, I said I’ll take two or three months and I am not making a decision to just stop PPSMI. I am making an option on what I call a new deal for the Malaysian education system. I’m basically reinforcing, strengthening of English and at the same time keep Bahasa Malaysia’s prestige.
Q: What about those who are involved in the creating/printing of text books, especially the English ones? A: I think that maybe a portion of it can still be used because we have the dual language state. Secondly, when we introduced this, we also need to print new books in English. For example, additional books on Bahasa Malaysia tatabahasa or grammar for English, the literature component and maybe we would need novels. We might need to print (more books) for literature to supply to the schools. Whatever it may be, whatever we need to use, we would use.
Q: Will the announcement boost (Barisan Nasional) in the Manek Urai by-election? A: This decision is not political (laughter). I must say that. I do not take this opportunity to gain political mileage. I want to say that it is not a consideration made based on Manek Urai. What is Manek Urai to the question of the people and the country’s future. (laughter from the crowd). What is important is that Barisan Nasional will win in Manek Urai, Insya-Allah. But this is about our children’s future, so our decision is made based on the objective and not political consideration. I want to explain this although the opposition will make their own judgement. The root of the issue is that this was made based on an objective consideration based on the empirical and scientific results gathered from specific studies. Based on this principle, this is what we are doing, not political consideration although people say you need political will to make a decision but that is not the main criteria, it is being view from the context of necessity.
Q: Billions of ringgit has been spent? A: Yes, if we have to continue, we will spend another billion ringgit. Correct, Whatever it is in our expenditure system, nothing is free. But in terms of expenditure, we do not want a system that is not effective to continue. It is not effective and did not give the impact. Spending is one issue, but if our goal is not achieved, this is double jeopardy. It is better we take one brave step and make the decision. What we have spent has been spent, but not all are burnt because the computers can still be used. We will modify and instal new software to further strength our support system that we used through ICT. So the question of spending, but whatever decision we make and by making the changes, we also spent money. It is not that no cost is involved in the changes.
Q: The rational in the use of vernacular languages in SJKC and SJKT over Bahasa Malaysia. Can you tell why these schools are allowed to use the vernacular languages and not BM? A: BM is for the students who understand at national schools. According to a Unesco research, children pick up knowledge easier via the mother-tougue and that is why we have the advantage although BM is our national language but we did not restrict the use of Chinese and Tamil. For these students, to use English in Maths and Science, they understand but not as well as when both the subjects are taught in their mother-tongue. A majority of the rural students are Malays and they would understand better when the two subjects are taught in Malay. That is why we made such a decision because it is proven in studies done all over the world. So I think Malaysia is not excluded from this fact.
Q: By taking the stand to teach Tamil and Chinese in the primary schools, does it help Malaysians to master English? A: This can be debated lah (laughter) but this system has been in existence. We are not discussing this matter today. Eventhough we have stated officialy that Bahasa Malaysia is our unity language, the system that we use is national schools and vernacular schools. So I do not want to turn it into a polemic matter but the root of the issue is that we have made a decision on matters of learning.
Q: Does this mean that Science and Maths in IPTA reverts to Bahasa Malaysia? A: I do not think so. They will remain. We are not talking about the higher education system.
Q: There was a change in the system following PPSMI in 2003. A: Form 6 still maintains whatever medium it uses now, which is English. And when Form 6 students enter university, they will continue to use whatever language they used in Form 6 and matriculation. So we do not need to do any changes or amendments. It means, when they reached that level, I believe the students have already possessed 11 years of Bahasa Malaysia and in addition to programmes to maintain the prestige of Bahasa Malaysia, their command of language would even be stronger. That student then has a choice to pick whichever language he wants. If he wants to use English, he would then continue using English. So when our children reach university level with basic Bahasa Malaysia, he still can use English in university.
Q: (Is it) up to the IPTA to decide? A: I think the IPTA would not make any changes in whatever policy they have. It will remain.
Q: Will you have a shortage of teachers just like in PPSMI? A: Well, for this purpose we have mentioned more than 13,000 that needs to be recruited. That’s why we need time and we have mentioned the four sources that the teachers will be recruited. They must be fully qualified. So I hope with the decision we made today, endorsed by the Cabinet, and of course whwere the Ministry of Finance is concerned, to fund the increased manpower. Then we should have the numbers we require.
Why PPSMI is abolished
[Yang berikut ialah penyataan media Bahagian Komunikasi Korporat Kementerian Pelajaran Malaysia terhadap penyataan media PAGE (Parent Action of Group for Education) tentang PPSMI (The STAR
Wednesday October 5, 2011)
Why PPSMI is abolished
WE refer to the letter “Say ‘Yes to PPSMI’” (The Star, Oct 3) by Tunku Munawirah Putra, honorary secretary of Parent Action Group for Education (PAGE).
The author claimed that the Government was ill-advised when it decided to abolish PPSMI in 2009.
As a result, national schools are now not the school of choice as many parents prefer to enrol their children in Chinese and private schools. These remarks are mere conjecture.
We would like to clarify that the decision to abolish PPSMI was done after careful deliberations.
The Ministry consulted various stakeholders and conducted in-depth studies on the effectiveness of PPSMI and its impact on student learning before scrapping the flawed policy.
We found that during the implementation of PPSMI only 4% of Mathematics and Science teachers used 90% or more of English in the teaching and learning of the two subjects.
A majority of them used a mixture of Bahasa Malaysia and English. More often than not, the teachers had to switch to Bahasa Malaysia in their teaching because students could not understand their lessons in English.
A study conducted by a group of educationists from the Universiti Perguruan Sultan Idris (UPSI) revealed that 70% of Form Two students found it difficult to learn Mathematics and Science in English.
Another study done by a Universiti Kebangsaan Malaysia (UKM) professor concluded that PPSMI hampered students’ ability to understand Mathematics and Science concepts, hence resulting in their poor performance in the two subjects.
The Education Ministry also received numerous views from experts, non-governmental organisations and concerned individuals about the impact of PPSMI on student learning.
In the main, we found that students who had poor command of English were at the receiving end of PPSMI. They could not acquire the knowledge of Mathematics and Science as they were not proficient in the language that the two subjects were taught.
We estimated that about 500,000 students ‘fell victim’ to PPSMI each year. Obviously, it is gross injustice to these students if we decide to continue with the policy.
Only students with good command of English benefited from PPSMI. We found that these students also performed well in other subjects that are taught in Bahasa Malaysia, indicating that they will have no problem learning Mathematics and Science in Bahasa Malaysia.
After careful deliberations, the Education Ministry decided that the teaching and learning of Mathematics and Science should be conducted in Bahasa Malaysia in national schools and in vernacular languages in the Chinese and Tamil national-type primary schools.
This decision is in line with the position taken by Unesco that the mother tongue is the best medium of instruction in schools.
Thus, the claim made by Tunku Munawirah that the Government was ill-advised when it made the decision to abolish PPSMI is baseless.
She also made a gross factual error by implying that many parents prefer to enrol their children in national-type Chinese schools due to the abolition of PPSMI. This argument is not supported by fact.
The national-type Chinese schools have been offering the two subjects in Mandarin during the implementation of PPSMI, with additional hours of teaching and learning of the two subjects in English.
With the abolition of PPSMI, the national-type Chinese schools will offer the two subjects in Mandarin. Private schools which use the national curriculum will offer the two subjects in Bahasa Malaysia.
We could not agree with the author that PPSMI is the only way forward for education in Malaysia should we want to create quality workforce and achieve high-income nation status.
This argument ignores the fact that the current generation of scientists, technocrats, lawyers, accountants and other professionals are the product of our National Education System where Bahasa Malaysia is the medium of instruction in schools.
For many decades, Bahasa Malaysia has been our national language and the language of knowledge. It has proven to be an effective medium of instruction in the national schools.
We, however, concur with the author that Malaysia must produce top grade workers who will be able to compete in the globalised world.
And for this reason, our country needs a population that is competent in English.
In relation to this, the Education Ministry has taken comprehensive measures to improve our students’ command of English through the Strengthening English Language (MBI) policy.
We are improving the methods of teaching and learning of English in schools, increasing English hours and hiring quality English teachers, including from abroad, to help our students be proficient in English.
We believe that there are many ways to improve English ability among our students and we are working very hard to realise this objective.
What we need is the support of all parents to help us enhance the quality of our education and improve student learning.
CORPORATE COMMUNICATIONS UNIT,
Ministry of Education Malaysia.
Wednesday October 5, 2011)
Why PPSMI is abolished
WE refer to the letter “Say ‘Yes to PPSMI’” (The Star, Oct 3) by Tunku Munawirah Putra, honorary secretary of Parent Action Group for Education (PAGE).
The author claimed that the Government was ill-advised when it decided to abolish PPSMI in 2009.
As a result, national schools are now not the school of choice as many parents prefer to enrol their children in Chinese and private schools. These remarks are mere conjecture.
We would like to clarify that the decision to abolish PPSMI was done after careful deliberations.
The Ministry consulted various stakeholders and conducted in-depth studies on the effectiveness of PPSMI and its impact on student learning before scrapping the flawed policy.
We found that during the implementation of PPSMI only 4% of Mathematics and Science teachers used 90% or more of English in the teaching and learning of the two subjects.
A majority of them used a mixture of Bahasa Malaysia and English. More often than not, the teachers had to switch to Bahasa Malaysia in their teaching because students could not understand their lessons in English.
A study conducted by a group of educationists from the Universiti Perguruan Sultan Idris (UPSI) revealed that 70% of Form Two students found it difficult to learn Mathematics and Science in English.
Another study done by a Universiti Kebangsaan Malaysia (UKM) professor concluded that PPSMI hampered students’ ability to understand Mathematics and Science concepts, hence resulting in their poor performance in the two subjects.
The Education Ministry also received numerous views from experts, non-governmental organisations and concerned individuals about the impact of PPSMI on student learning.
In the main, we found that students who had poor command of English were at the receiving end of PPSMI. They could not acquire the knowledge of Mathematics and Science as they were not proficient in the language that the two subjects were taught.
We estimated that about 500,000 students ‘fell victim’ to PPSMI each year. Obviously, it is gross injustice to these students if we decide to continue with the policy.
Only students with good command of English benefited from PPSMI. We found that these students also performed well in other subjects that are taught in Bahasa Malaysia, indicating that they will have no problem learning Mathematics and Science in Bahasa Malaysia.
After careful deliberations, the Education Ministry decided that the teaching and learning of Mathematics and Science should be conducted in Bahasa Malaysia in national schools and in vernacular languages in the Chinese and Tamil national-type primary schools.
This decision is in line with the position taken by Unesco that the mother tongue is the best medium of instruction in schools.
Thus, the claim made by Tunku Munawirah that the Government was ill-advised when it made the decision to abolish PPSMI is baseless.
She also made a gross factual error by implying that many parents prefer to enrol their children in national-type Chinese schools due to the abolition of PPSMI. This argument is not supported by fact.
The national-type Chinese schools have been offering the two subjects in Mandarin during the implementation of PPSMI, with additional hours of teaching and learning of the two subjects in English.
With the abolition of PPSMI, the national-type Chinese schools will offer the two subjects in Mandarin. Private schools which use the national curriculum will offer the two subjects in Bahasa Malaysia.
We could not agree with the author that PPSMI is the only way forward for education in Malaysia should we want to create quality workforce and achieve high-income nation status.
This argument ignores the fact that the current generation of scientists, technocrats, lawyers, accountants and other professionals are the product of our National Education System where Bahasa Malaysia is the medium of instruction in schools.
For many decades, Bahasa Malaysia has been our national language and the language of knowledge. It has proven to be an effective medium of instruction in the national schools.
We, however, concur with the author that Malaysia must produce top grade workers who will be able to compete in the globalised world.
And for this reason, our country needs a population that is competent in English.
In relation to this, the Education Ministry has taken comprehensive measures to improve our students’ command of English through the Strengthening English Language (MBI) policy.
We are improving the methods of teaching and learning of English in schools, increasing English hours and hiring quality English teachers, including from abroad, to help our students be proficient in English.
We believe that there are many ways to improve English ability among our students and we are working very hard to realise this objective.
What we need is the support of all parents to help us enhance the quality of our education and improve student learning.
CORPORATE COMMUNICATIONS UNIT,
Ministry of Education Malaysia.
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