Tuesday, February 26, 2013

Breaking: UM Raises Entry Requirements - All Degree Courses Require Interview, CGPA 4.0 For Competitive Courses [Exclusive Interview]

Remember, you read this news first on Malaysia Students Blog. Malaysia Students Blog is the first to break the news that UM raises entry requirements before any other major newspapers in Malaysia. Malaysia Students Blog was also the first to report IPTAs change to summer break academic term, IPTA Deepavali break and other education news. Enter your email to subscribe so that you are the first to receive all upcoming & breaking education news!

Posted by WJ Chong

University of Malaya (UM) has set higher bar for entering into the most prestigious public university in Malaysia beginning 2013/2014 academic session. Starting this year, SPM & STPM result holders applying for admissions to UM are required to meet stricter standards to gain entrance. UM has revised by raising the specific entry requirements (syarat khas program) for all degree courses and foundation in science programme (Asasi Sains Universiti Malaya).

One of the significant updates to the minimum requirements of all bachelor's degree courses is every applicants needs to attend and pass compulsory interview at the university. While interview element was only applied for certain courses such as law, architecture and education-related programmes in the previous years, every UM courses now requires passing the university interview.

UM Deputy Vice-Chancellor (Academic & International), Professor Dr. Mohd Hamdi Abd Shukor
In an exclusive interview with UM Deputy Vice-Chancellor (Academic & International), Professor Dr. Mohd Hamdi Abd Shukor, Malaysia Students blog has learnt that the interview element is introduced as the entry requirement for all programmes this year to ensure that the quality of the undergraduates admitted align with the university's goal which is to be ranked as one of the top 100 universities in the world by year 2015. This is also to take advantage of the autonomy status awarded by Higher Education Ministry to University of Malaya in 2012. The autonomy award would allow the university flexibility in finance, administration and academic matters which include choosing its own students.

"The interview assessment that will be carried out is an early initiative taken by UM to assess the communication skills and readiness level of the students, on top of serving as early exposure to them in terms of building self-confidence, professional appearance, communication and soft skills," Prof. Dr. Mohd Hamdi explained. "The main purpose of the interview is to ensure that students accepted into Universiti Malaya are those excellent in academics, can communicate well, and have high self-confidence and interest in the applied programme."

He added that the data collected during the interview process will be essential to UM in planning the new teaching and learning modules during the continuous revision and improvement of all academic programmes. The data will also aid UM in getting to know the level of students and planning strategies to prepare them as graduates who meet industry needs.

The interviews will be carried out by UM academic staffs and involves representatives from the faculty or academy offering the academic programme. The interview structure and medium of language used are decided based on the relevant requirements of the specific courses offered in order to identify the best candidates for each academic programme at University of Malaya.
University of Malaya (Universiti Malaya, UM)
Another major update is some competitive courses such as Bachelor of Medicine & Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS) and Pharmacy now require perfect Cummulative Grade Point Average (CGPA) score of 4.00/4.00. Previously, although the minimum CGPA score for these courses was not 4.00, almost all who were offered places for these courses did get perfect CGPA score in their STPM or Matriculation due to stiff competition for limited number of places. As a result, news reports of those with perfect CGPA score of 4.00 in STPM or Matriculation not being offered a place in these popular courses were not uncommon, especially during the university enrollment result announcement week.

The decision to set CGPA 4.0 as the minimum entry requirement to high-demand courses (MBBS, BDS and Pharmacy) was based on the research on the recent trend of candidate enrolment data for the past four academic sessions - 2009/2010, 2010/2011, 2011/2012 and 2012/2013 - where students admitted are from those STPM-result holders with PNGK 4.0. The rationale behind this decision is to avoid candidates who barely meet the minimum PNGK, as in previous years, putting all their hope on getting a place for these highly competitive courses. By setting PNGK 4.0 as the minimum requirement upfront, these students are encouraged to apply other courses instead of wasting their choices when filling up the online university application form.


► Read more on Breaking: UM Raises Entry Requirements - All Degree Courses Require Interview, CGPA 4.0 For Competitive Courses [Exclusive Interview]

Sunday, February 24, 2013

Panduan Kerja Projek / Kerja Kursus Pengajian Am, Bahasa Melayu, Kesusasteraan Melayu, Syariah & Sejarah STPM 2013 (Manual Guru & Kertas Soalan)

Masukkan emel anda ke dalam form di bawah untuk mendapat Contoh Jawapan Kerja Projek / Kerja Kursus Pengajian Am, Bahasa Melayu, Kesusasteraan Melayu, Syariah & Sejarah STPM 2013.

Enter your email address to the form above to join 13,000+ students in Malaysia who get all the latest STPM 2013 tips and trial papers from different states in Malaysia, tips on pre-university education and education news via email. Get STPM 2013 forecast questions (soalan ramalan STPM ), STPM past year question papers (kertas soalan tahun lepas STPM ) and STPM notes (nota STPM )! Join our email subscription list now!

Tajuk Kerja Kursus (Kerja Projek) Pengajian Am STPM 2013 900/4 Kertas 4

Arahan kepada calon:
Kerja kursus (kerja projek) ini wajib dilaksanakan oleh calon STPM, iaitu calon sekolah kerajaan, calon sekolah bantuan kerajaan, calon sekolah swasta, dan calon persendirian individu sebagai sebahagian komponen penilaian penggal 2.

Kerja kursus (kerja projek) ini mengandungi dua tema. Calon dikehendaki memilih satu tema bagi menghasilkan satu kerja kursus (kerja projek). Calon mesti menyerahkan kerja kursus (kerja projek) tersebut kepada guru/pemeriksa untuk dinilai.

Calon juga mesti melaksanakan semua aspek berkaitan dengan kerja kursus (kerja projek) seperti yang ditetapkan dalam Manual Pelajar.

Pilih satu daripada tema di bawah ini dan sediakan kerja kursus (kerja projek) yang panjangnya tidak melebihi 5000 patah perkataan.

Tema 1: Ekonomi: Perniagaan

Tema 2: Prasarana: Pengangkutan

Markah penuh bagi kerja kursus (kerja projek) ini ialah 55 markah. Calon STPM mendapatkan sumber rujukan kerja kursus daripada guru.

Panduan Kerja Kursus Projek Pengajian Am STPM 2013

Manual PBS (Pentaksiran Berasaskan Sekolah): Kertas Soalan dan Manual Kerja Kursus STPM Pengajian Am

Majlis Peperiksaan Malaysia: Manual Pentaksiran Berasaskan Sekolah Kerja Kursus Pengajian Am STPM Kertas 4 (900/4) Penggal 2 Tahun 2013 Manual Guru (Untuk Guru Sekolah Kerajaan dan Sekolah Bantuan Kerajaan dan untuk Pemeriksa Calon Sekolah Swasta dan Calon Persendirian Individu)

Contoh Carta Alir: Proses Penghasilan Kerja Kursus (Kerja Projek) Pengajian Am STPM 2013

Kerja Projek Contoh Kerja Kursus Pengajian AM STPM: Faktor-Faktor Yang Mempengaruhi Remaja Terlibat Dalam Masalah Sosial Di Sekolah Tunas Bakti, Sungai Lereh, Melaka

Panduan Kerja Kursus Bahasa Melayu (Penulisan Esei Berformat) STPM 2013 910/4 Kertas 4

Manual PBS (Pentaksiran Berasaskan Sekolah): Manual Calon, Format Esei dan Kertas Soalan Tulis semua esei berdasarkan tajuk-tajuk di bawah. Bagi tajuk esei 1 hingga 7, panjang esei hendaklah antara 600 hingga 650 patah perkataan. Bagi tajuk esei 8, panjang esei hendaklah tidak kurang daripada 250 patah perkataan. [25]
  1. Sebagai setiausaha sebuah persatuan pengguna, anda diminta menyediakan laporan tentang kesan lambakan barangan tiruan di negara ini. Anda juga diminta untuk mengemukakan langkah bagi mengawalnya. Sediakan laporan itu.
  2. Sebagai seorang pegawai kanan di Kementerian Pertanian dan Industri Asas Tani, anda dijemput untuk menyampaikan syarahan tentang strategi untuk memajukan sektor pertanian dan industri asas tani supaya sektor ini menjadi sektor yang moden dan berdaya saing. Tulis teks syarahan itu.
  3. Media massa sering memaparkan kehidupan segelintir warga emas yang malang dan tidak terbela. Sebagai pegawai di Jabatan Kebajikan Masyarakat, anda dijemput untuk menyampaikan ceramah kepada golongan belia tentang langkah-langkah yang wajar dilaksanakan untuk membela nasib golongan ini. Tulis teks ceramah itu.
  4. Sebagai seorang pakar diet di sebuah hospital kerajaan, anda diminta untuk memberikan ucapan tentang kebaikan amalan pemakanan yang seimbang terhadap kanak-kanak kepada sekumpulan ibu muda bersempena dengan sambutan Bulan Kesihatan peringkat daerah. Dalam ucapan itu, anda juga memberikan panduan pemakanan yang seimbang untuk menjamin kesihatan kanak-kanak. Tulis teks ucapan itu.
  5. Industri pelancongan boleh menjadi wahana untuk memperkenalkan budaya masyarakat tempatan kepada masyarakat luar negara. Sebagai pengerusi sebuah persatuan budaya yang berpengaruh, anda diminta untuk menghantar memorandum kepada Menteri Penerangan, Komunikasi, dan Kebudayaan. Dalam memorandum tersebut, anda menyatakan kekesalan tentang kurangnya promosi untuk memperkenalkan budaya masyarakat kita kepada masyarakat luar dan mengemukakan usul untuk meningkatkan usaha tersebut. Tulis memorandum tersebut.
  6. Persatuan Sains sekolah anda telah mengadakan mesyuarat bagi membincangkan program Minggu Sains peringkat sekolah. Sebagai setiausaha persatuan itu, anda ditugaskan untuk mencatatkan minit mesyuarat yang membincangkan perancangan dan pelaksanaan program Minggu Sains pada tahun ini. Tulis minit mesyuarat tersebut.
  7. Organisasi tempat anda bekerja bercadang untuk mengadakan Hari Derma Darah sebagai salah satu aktiviti sosial tahunan. Sebagai pegawai perhubungan awam, anda dikehendaki menyediakan kertas cadangan untuk mengadakan aktiviti tersebut bagi mendapatkan kelulusan pihak atasan. Sediakan kertas cadangan itu.
  8. Sebagai seorang aktivis masyarakat, anda ingin membuat aduan mengenai anjing liar yang berkeliaran di kawasan tempat tinggal anda. Tulis sepucuk surat kepada pihak berkuasa tempatan untuk membuat aduan tentang masalah berkenaan.

Panduan Kerja Kursus Sejarah (Esei Ilmiah) STPM 2013 940/4 Kertas 4 Penggal 2

Manual Pentaksiran Berasaskan Sekolah (Manual PBS): Kertas Soalan Kerja Kursus (Esei Ilmiah) Sejarah STPM 2013, Manual Calon Sekolah Kerajaan, Calon Sekolah Swasta dan Calon Persendirian Individu

Tajuk Soalan: Sediakan sebuah esei ilmiah yang panjangnya antara 2500 hingga 3000 patah perkataan berdasarkan satu daripada tema di bawah ini.

Tema 1: Sejarah tempat

Tema 2: Sejarah ekonomi

Tema 3: Sejarah seni dan kebudayaan

Tema 4: Sejarah perubatan dan kesihatan

Calon dikehendaki memilih satu tajuk berdasarkan empat tema yang ditentukan pada tahun berkenaan oleh pihak Majlis Peperiksaan Malaysia. Tema-tema tersebut terdiri daripada senarai di bawah:
Sejarah ekonomi, Sejarah kehakiman dan perundangan, Sejarah ketenteraan, Sejarah kulinari dan makanan, Sejarah kumpulan etnik/kaum/klan/suku kaum, Sejarah pendidikan, Sejarah perubatan dan kesihatan, Sejarah politik, Sejarah sains dan teknologi, Sejarah seni dan kebudayaan, Sejarah sukan, Sejarah tempat, Sejarah tokoh

Contoh tema dan tajuk esei ilmiah
(a) Tema sejarah sukan: “Sejarah perkembangan Persatuan Bola Sepak Selangor dari tahun 1970 hingga tahun 1985”

(b) Tema sejarah seni dan kebudayaan: “Sejarah perkembangan tarian zapin di daerah Batu Pahat dari tahun 1970 hingga tahun 1980”

(c) Tema sejarah kulinari dan makanan: “Asal-usul lemang: Suatu tinjauan lisan penduduk Kampung Chengkau, Rembau Negeri Sembilan”

(d) Tema sejarah pendidikan: “Sekolah Agama Menengah Sungai Merab Luar, Sepang: Sejarah penubuhan dan sumbangannya kepada masyarakat setempat dari tahun 1990 hingga tahun 2005”

Kerja Kursus (Kerja Projek) Kesusasteraan Melayu Komunikatif STPM 2013 922/4 Kertas 4

Manual PBS: Kertas Soalan Kerja Kursus (Kerja Projek) Kesusasteraan Melayu Komunikatif STPM 2013 dan Manual Pelajar.
  1. Tulis sebuah esei tentang perpaduan berdasarkan cerpen-cerpen pilihan anda.
  2. Kemukakan satu portfolio seorang tokoh yang memiliki peribadi seperti watak Maulana Abu Bakar dalam Sulalatus Salatin (Sejarah Melayu).
  3. Hasilkan satu persembahan multimedia berdasarkan episod “Singapura Dilanggar Todak” dalam Sulalatus Salatin (Sejarah Melayu).

Kerja Kursus (Kerja Projek) Syariah STPM 2013 930/4 Kertas 4

Manual PBS: Kertas Soalan Kerja Kursus (Kerja Projek) Syariah STPM 2013 dan Manual Pelajar.

Tema 1 – Riba: Analisis konsep riba, riba hutang, riba jual beli menurut pandangan fuqaha; Kajian di bank konvensional konsep riba hutang dan amalannya dalam pinjaman yang dikenakan faedah, pinjaman peribadi dan pinjaman perumahan.

Tema 2 – Perkahwinan: Punca, faktor dan kesan kepada masyarakat perkahwinan tanpa kebenaran mahkamah; Satu kajian persepsi konsep poligami dalam kalangan wanita, lelaki, wanita bekerja dan suri rumah.

Tema 3 – Hudud: Konsep jenayah mencuri menurut perspektif undang-undang jenayah Islam dan Kanun Keseksaan Malaysia, Analisis kes jenayah mencuri di ... (di tempat pilihan anda): Penilaian dan penyelesaiannya menurut undang-undang jenayah Islam, Analisis perbandingan antara konsep hukuman jenayah mencuri dengan hirabah menurut pandangan fuqaha, Konsep jenayah hirabah menurut perspektif undang-undang jenayah Islam dan Kanun Keseksaan Malaysia, Analisis kes jenayah ragut di ... (di tempat pilihan anda): Penilaian dan penyelesaiannya menurut undang-undang jenayah Islam, Analisis kedudukan jenayah ragut menurut perspektif undang-undang jenayah Islam.


► Read more on Panduan Kerja Projek / Kerja Kursus Pengajian Am, Bahasa Melayu, Kesusasteraan Melayu, Syariah & Sejarah STPM 2013 (Manual Guru & Kertas Soalan)

Saturday, February 09, 2013

Panduan Contoh Kerja Kursus Geografi, Sejarah & Pendidikan Kesenian PMR 2013

Masukkan emel anda ke dalam form di bawah untuk mendapat contoh jawapan Kerja Kursus Geografi, Sejarah & Pendidikan Kesenian PMR 2013.

Enter your email address to the form above to join 13,000+ students in Malaysia who get all the latest PMR tips and trial papers from different states in Malaysia, tips on pre-university education and education news via email. Get PMR 2013 forecast questions (soalan ramalan PMR), PMR past year question papers (kertas soalan tahun lepas PMR) and PMR notes (nota PMR)! Join our email subscription list now!

Panduan Kerja Kursus Geografi PMR 2013

Lembaga Peperiksaan Kementerian Pelajaran Malaysia - Download Kertas Soalan Projek Kerja Kursus / Folio Geografi Penilaian Menengah Rendah (PMR) 2013 Kertas 2 Tugasan 1, Tugasan 2 dan Panduan Penskoran

Tugasan 1: Pengangkutan awam di kawasan tempat tinggal anda atau kawasan kajian
    Pengangkutan Awam Malaysia
  • Konsep pengangkutan awam,
  • Jenis-jenis pengangkutan awam (Bas, Teksi, Kereta api, Komuter / ERL / LRT / Monorail, Bot penambang, Feri, Perahu / sampan, Kapal terbang, Motosikal, Beca, Van, Kapal), 
  • Kepentingan perkembangan pengangkutan awam (Mengangkut barangan, Mengurangkan kesesakan, Ketersampaian, Mengangkut penumpang, Pelancongan, Perdagangan, Sumber pendapatan, Peluang pekerjaan, Kemajuan industri sokongan, Meningkatkan mobiliti penduduk, Menjimatkan masa, Menjimatkan kos), 
  • Masalah perkembangan pengangkutan awam (Pencemaran udara, Pencemaran bunyi, Pencemaran air, Kesesakan lalu lintas, Tambang mahal, Kemalangan, Jangka masa lama, Keselamatan penumpang terancam, Penipuan, Darjah ketersampaian rendah, Kos bahan api meningkat, Kenderaan lama),
  • Cadangan untuk mengurangkan masalah perkembangan pengangkutan awam (Kuat kuasa undang-undang, Kempen alam sekitar, Pendidikan alam sekitar, Penggunaan petrol tanpa plumbum, Penapis asap / Catalytic converter, Dasar pembangunan kerajaan, Mengurangkan kos operasi (contoh; subsidi diesel dan alat ganti), Penggunaan bahan api alternatif (contoh; NGV, elektrik, tenaga suria), Kursus pemanduan berhemah)
Tugasan 2: Kegiatan penternakan di kawasan tempat tinggal anda atau kawasan kajian
  • Konsep dan jenis kegiatan penternakan (ayam / itik, lembu / kerbau, kambing / biri-biri, burung, rusa, seladang, babi, cacing, buaya, lebah, arnab, kuda, lintah, kura-kura, katak, ikan / ketam / udang / belut / lokan / kerang / belangkas / gamat), 
  • Kepentingan kegiatan penternakan (Sumber pendapatan, Peluang pekerjaan, Bekalan makanan, Sumber perubatan, Sumber bahan mentah, Barang perhiasan, Pemindahan teknologi, Pengurangan import, Peningkatan eksport, Pelancongan), 
  • Faktor yang mempengaruhi kegiatan penternakan (Permintaan / pasaran, Harga tinggi, Iklim, Bentuk muka bumi, Agensi kerajaan / swasta, Pelaburan asing, Warisan keluarga, Pengangkutan, Modal, Buruh, Teknologi, Kemudahan asas / infrastruktur, Bekalan makanan, Dasar kerajaan, Penyelidikan dan pembangunan), 
  • Kesan negatif kegiatan penternakan (Pencemaran udara, Pencemaran air, Pencemaran bunyi, Pencemaran bau, Wabak penyakit, Perubahan landskap, Flora terjejas, Sensitiviti masyarakat, Krisis bekalan air bersih, Ancaman kepada masyarakat sekitar, Harga makanan ternakan meningkat, Harga ternakan tidak stabil), 
  • Cadangan untuk mengurangkan kesan negatif kegiatan penternakan (Kuat kuasa undang-undang, Kempen alam sekitar, Pendidikan alam sekitar, Penyelidikan dan pembangunan contoh:MARDI, Kawalan keselamatan, Penyelenggaraan berkala, Menanam pokok, Pemantauan contoh:PBT / JAS, Rawatan air kumbahan, Mengawal pemberian lesen, Mewujudkan kawasan ternakan luas / terancang, Mewujudkan kawasan padang ragut, Kawalan harga ternakan)

Panduan Kerja Kursus Geografi PMR 2013

  • CikguGeo: Kerja Kursus Geografi Tingkatan 3 2013 (KKG PMR 2013): Tajuk, Senarai Kandungan, Penghargaan, Pendahuluan, Objektif... Kerja Kursus Geografi Tingkatan 3 2013: Konsep, Jenis, Kepentingan, Masalah & Cadangan Kurangkan Masalah Pengangkutan Awam & Kerja Kursus Geografi PMR 2013: Konsep Penternakan, Jenis Penternakan, Kepentingan Penternakan

Panduan Kerja Kursus Sejarah PMR 2013

Lembaga Peperiksaan Kementerian Pelajaran Malaysia - Download Kertas Soalan Projek Kerja Kursus / Folio Sejarah Penilaian Menengah Rendah (PMR) 2013 Kertas 2 Tugasan 1(a), 1(b), Tugasan 2 dan Panduan Pelaksanaan dan Penilaian Kerja Kursus Sejarah PMR 2013 Kertas 2

Tugasan 1: Kegiatan ekonomi tradisional di Malaysia.
  • Maklumat Asas (Nama/jenis kegiatan ekonomi, Sejarah/asal usul kegiatan ekonomi, Lokasi/tempat kajian, Pihak yang mengusahakan/individu/kelompok masyarakat yang mengusahakan)
  • Latar Belakang (Tujuan dijalankan, Proses/cara pelaksanaan, Peralatan/kaedah yang digunakan, Produk yang dihasilkan, Tempat/kawasan (bengkel/keluasan tanah dan sebagainya), Kos pengendalian)
  • Sumbangan/Pengaruh kepada keluarga atau masyarakat (Status keluarga/mobiliti sosial, Identiti keluarga/kawasan, Sumber pendapatan, Penerusan tradisi keluarga, Memenuhi permintaan, Pembangunan kawasan setempat, Hubungan kemasyarakatan, Industri hiliran, Prasarana/rangkaian perniagaan, Pelancongan, Peluang pekerjaan)
  • Prospek (Cabaran/kekangan yang dihadapi, Penglibatan pihak luar/galakan kerajaan atau swasta, Reaksi/penerimaan masyarakat, Saranan dan harapan)
Tugasan 2: Kegiatan ekonomi tradisional penting dalam memperkukuh semangat nasionalisme bangsa Malaysia. Berikan pendapat anda.

Fokus utama kurikulum Sejarah bertujuan menanam semangat patriotik yang memupuk nilai-nilai murni dalam kalangan murid bagi melahirkan warganegara yang:
  1. Berbangga Sebagai Rakyat Malaysia
    • menghormati raja dan pemimpin negara
    • menghargai jasa dan perjuangan tokoh-tokoh negara
    • menghormati lambang-lambang negara (seperti bendera, lagu kebangsaan, dan jata negara)
    • menjaga dan mempertahankan maruah bangsa dan negara
    • menghargai dan mengamalkan tradisi dan budaya bangsa
    • berbangga dengan sejarah negara
  2. Bersemangat Setia Negara
    • cinta akan bangsa dan negara
    • taat dan setia kepada raja dan pemimpin negara
    • sedia berkorban untuk bangsa dan negara
    • bertanggungjawab kepada bangsa dan negara
    • berani dan sanggup mempertahankan kedaulatan bangsa dan negara
    • peka kepada masalah dan isu tentang bangsa dan negara
    • bersyukur sebagai warganegara Malaysia
  3. Bersemangat Kekitaan
    • bersatu padu dan berharmoni
    • bertolak ansur dan bertoleransi
    • bekerjasama dan tolong-menolong
    • hormat-menghormati
    • bersefahaman dan bermuafakat
    • muhibah atau semangat bermasyarakat
  4. Berdisiplin
    • berakhlak dan berbudi pekerti mulia
    • mempertahankan dan menjunjung Perlembagaan Negara
    • mematuhi peraturan dan undang-undang
    • berkelakuan sopan, bertatasusila dan berhemah tinggi
    • bertindak wajar
    • bersifat amanah dan jujur
    • berlaku adil dan bertimbang rasa
  5. Berusaha dan Produktif
    • rajin dan gigih
    • berdikari
    • tabah menghadapi cabaran
    • menyokong dan melibatkan diri dalam usaha pembangunan
    • berganding bahu membangunkan negara
    • berilmu dan berketrampilan

Panduan Kerja Kursus Pendidikan Kesenian PMR 2013

Lembaga Peperiksaan Kementerian Pelajaran Malaysia - Download Kertas Soalan Projek Kerja Kursus / Folio Pendidikan Kesenian Penilaian Menengah Rendah (PMR) 2013 Kertas 2 Tugasan Individu dan Tugasan Kumpulan

Tugasan Individu
  • Bidang Tari (Koreografi Tarian Inang, Melayu Asli, Sumazau, Cina)
  • Bidang Muzik (Lagu kanak-kanak)
  • Bidang Teater (Naskhah lakon satu adegan yang bertemakan Kerjaya berdasarkan kajian terhadap naskhah lakon yang telah diterbitkan oleh Dewan Bahasa dan Pustaka)
  • Bidang Seni Visual (Reka bentuk pembungkusan kuih tradisional untuk pasaran antarabangsa / lukisan yang bertemakan landskap alam semulajadi / catan landskap bangunan)
Tugasan Kumpulan
Dokumentasi penglibatan dalam produksi dalam bentuk pelaporan


► Read more on Panduan Contoh Kerja Kursus Geografi, Sejarah & Pendidikan Kesenian PMR 2013

Monday, February 04, 2013

The Nomadic Student

Posted by Celine Wan

A typical Malaysian would have gone to an average number of 4 to 5 schools from kindergarten up till Pre University. I, however, had been to 9: 1 kindergarten, 4 primary schools, 3 secondary schools, and 1 pre U college.
This write up is just a personal recount of my time in unsaid schools, emphasizing a lot on how they differ from one another.

Disclaimer: My point of view might not necessarily be applicable to every student in the schools that I have been to.  Times have also changed, so the experiences that the current students are facing might not even be similar to the experiences I faced when I was a student. Reasons for shifting schools shall not be disclosed and all schools shall be kept anonymous where required.

Primary Schools

All 4 primary schools that I had been to are the Sekolah Kebangsaan (SK) type. It was only very recently when I have realized how that’s a rarity amongst the Chinese, because statistically, about 92% of the Malaysian Chinese would have gone to a Chinese school for their primary schooling years.

Although all of the same type (SK), there was almost nothing similar in the primary schools that I had been to, except maybe being treated condescendingly by the Chinese community I live in. Reason being is the difference in workload and level of strictness in Chinese schools, whereby the more “disciplined” you were taught and raised, the better student you are.

“What? So little homework? Aiyo my son has this and that number of homework everyday. I bet you cannot beat that amount of work,” the Ah Mas in kopitiam said.

“My daughter ah, everyday also come back home at 9pm. She later has to study for school tomorrow. The punishment she would get very severe one. You cannot compare,” friends of my mother would say.

“You complain about how difficult your life in a SK school is? You won’t survive in a Chinese school,” my tuition teachers would say.

“Your relatives ah, everyday also study study study in a very disciplined school. Your life is too easy in a Malay government school. You need to be trained even more,” my grandparents would say.

And the list goes on.

I believe there is an element of sadism there but as a little girl, I kept my head down and wordlessly acknowledge that I haven’t been working “harder” or lived my life “tougher” than the students in Chinese schools. The allusion that the SK schools paled in comparison with the SJKC ones never went away for as long as I can remember. Whatever it was, the students who went SJKC schools have won my respect.

The first primary school that I had been to was a Malay government school near my area of residence. I was in afternoon session. As I was very young then, my memories were very vague. The only few things that I can recall were classrooms were shared with the more senior students in the morning session, and in every classroom, there will be a mentally disabled student at the back of the class. Floods in school were common too.

The second primary school that I studied in was in Kelantan. This school was not racially diverse for I was literally one out of the 2 Chinese in a shared moral classroom. In fact, I can confidently say that there were only less than 10 of us in the shared “Moral Education” class. In retrospect, being a minority didn’t really bug me for I had nothing to compare my experience with.

The third primary school was probably the longest I’ve settled in. It was a very old school in Selangor and definitely not the most pleasant place to study in. In brutal honesty, I would gladly fly back to Kelantan because despite being an outcast, the schools were cleaner and the teachers were so much friendlier to their students.

In my first week of school, I found someone defecating on the toilet floor, nearby the sink area. It didn’t take me long to realize that this school was a joint school for the mentally disabled children. I could distinctively remember when a boy probably about the age of 15 ran in to our classroom and tailed some students. Although I sympathize such students, I cannot deny that I was afraid. As such, the little children would discriminate the disabled students by avoiding them in every possible manner, even to the point of not wanting to eat on the same table.

Although a very old school, what I disliked most about this place was how we were used to do free labour work. It was common for us 9 and10 year olds to carry the wooden tables and chairs and transfer them to other classrooms/storerooms every year. My worst experience was when I used half a day to be forced to transfer said tables and chairs from classrooms on a higher floor to the grassy fields outside, where the field was scorching hot during noon. Things can get worse than that, because the fields are really muddy and filled with strayed dogs’ poo. The discipline teachers were there to ensure that we were doing our “duty” and not wandering off. In retrospect, I can never understand why there were no complaints filed about this abuse, because if we were caught, then we would be caned, which was oh-so-common I am yet to count the number of times I was caned.

I was never a bright kid throughout my primary schooling years. Actually, I was the exact reverse, to the point of being sent to extra classes for “students who require extra help.” But the truth was, I was neither motivated nor inspired. Despite numerous times of being punished to complete my homework on the floor outside the classroom, or how my teachers would yell my name and fling my book out the door before they caned me, I never learned my “lesson.” Even in kindergarten when I was supposed to slap my face in front of the class during Chinese classes for every grade lost, I am still a banana—only with really pink and fat cheeks due to adaptation! Not only am I naturally weak in linguistics, I hated Chinese education because of my bitter experience and even at the age of 20 do I still remember my kindergarten teacher’s name. Lo and behold— I never bothered. So if all these cruelty during childhood which-was-not-as-torturous-as-SJKC-and-I-will-never-survive-there was supposed to teach me, it definitely didn’t work because it had come to the point where I was used to it.

After moving home, I switched to a primary school where it was just about 5 years old. This was where I spent my 2 years and eventually graduated. The classes were really small and there were only 2 classes in my cohort. The Year 6 students were the first batch and only consisted of one class.

I said goodbye to ghost stories relating to the communist era and said hello to empty classrooms. There were fewer footprints on the wall; very abandoned; very empty and very quiet.

Secondary Schools

The first secondary school I went was the school right next to the primary school I previously attended. Thus, it was reasonably new with empty classrooms as well. The teaching quality was average and I generally have no qualms about my time spent there. However, rote learning was rampant. Punishments such as duck walking around the block or caning still continued, but this time, we would be punished if we did not meet a certain grade. The school was very grade incentive till academic streaming was used at a very young age: names of every student would be placed on the notice board, disclosing your final year examination percentiles and thus allocating students into classrooms according to their percentiles. Even the names of each student in the classroom were arranged in order of percentiles.

Remember how I used to say that I was perpetually punished for not finishing my homework and not meeting my grades? I was miraculously placed in the “best class.” However, I was ranked 35th out of 40 students in the “first class.” By Secondary Two, I had realized the importance of academics, but not education. In other words, I found that high academic achievement could be used to gain respect and win over friends. Reflecting on how I was the underdog and had trouble to find friends because “I was an embarrassment,” I’ve worked my way and phenomenally topped the school in one examination sitting. Ever since then, I’ve embraced the rote-learning system and only used examination grades as a tool for respect and admiration. The bullying had stopped too.

In my second Secondary School, things have become very interesting. This school was probably ranked as one of the worst possible schools in Kuala Lumpur and was featured to have the top 10 dirtiest toilets in the State. It was a joint Malay and Chinese school and many school dropouts were placed in this school. If seeing gangsters besieging the school after schooling hours was quite a rarity in my previous schools, this one was quite common. I had a shock of my life because never before have I ever been to a school where the Malaysian Chinese was a majority. I realized that it was so much harder to communicate with them too because students tend to stick to their own cliques, and the main mode of communication in the school is Chinese. I wondered to myself, “I thought I was Malay educated, am I really in a Chinese school?” Since I was a very quiet student for not being able to communicate in Chinese, my schoolmates often mistook me as an arrogant kid. The situation was exacerbated when I preferred to speak English, which was considered to be a pretentious language. It was not surprising since English was often spoken in this manner: “Eh, later eat what?”

The school was in such a deplorable state. Since students who play truant would often climb over the school fence, barbed wires were placed, making the school look like a jail. What were once windows were now holes, making it look like a half wall extending throughout the classroom (I am yet to figure out why we were required to lock our classroom doors when I can easily climb into the classroom despite wearing a pinafore). I sat at the back of the class and had to think twice about pushing my chair backwards because there was a gaping hole inches away from my chair.

Academic streaming was also very common there and I was placed in the “first class.” Funnily enough, even the students from my class could be featured in newspapers for disciplinary problems. This first class was also a joint class with students who come from SJKC schools. 95% of the students wore spectacles and majority of them were very Chinese educated (I probably caught the syndrome because that was when I first started wearing spectacles). This time, my inability to communicate in Chinese became exaggeratingly apparent. I might have strike as pompous at first but now I was considered a laughing stock.
The Nomadic Student
Since the new students were often dropouts from other schools, I was treated like a societal problem. The discipline teacher baselessly yelled at me for breaking these real school rules: wearing ear studs, you are supposed to use transparent sticks; wearing sling bags, that’s very “gangster;” using key chains, because key chains are not allowed in school. It is ironic because in retrospect, the more strict the schools are, the more notorious the students are as well.

Studying for nearly two years at that school, these are just some of the problems I’ve encountered: -
  1. There were rape cases and students can easily become parents and be married already.
  2. Electricity would be cut at certain hours in order to “save electricity.” Thank God for the nonexistent windows.
  3. Toilet is not a safe place, especially after school. Construction workers had reported that there were couples in there so you get the drill.
  4. There was an empty apartment next to my muddy school field. That’s a rendezvous point for student couples. Again, you get the drill.
  5. Don’t ever use the kitchen utensils from the cafeteria. The students would put the forks, spoons, bowl, and plates in the drain and we were still served with the same utensils.
Of course, things are not all as bad as it seems. Although being slightly well off than the rest of the students there felt like a sin, there are cases whereby I’ve admired the humility of such students and really pity the state of some children. Some of my friends could not afford to buy cafeteria food and I was taught that we could literally suck the nectars of our school’s flowers. Tape boxes would be used as pencil casing and I was reprimanded for slathering my glue at the sides of papers. Apparently, UHU glues are expensive and I was supposed to stamp the glue at each corner of the paper to prevent wastage.

I was beginning to appreciate my condition and my standard of living when compared with others. Not long after though, I was sent to a private school. This stemmed from cumulative reasons:
  • I wasn’t eating properly and was in a severe anemic condition. That culminated to me fainting in school. ( it took me about a year to recover with a lot of “giddy” episodes along the way. I felt like a sick kid.)
  • My brother was kicked by his peers in school. Why? For topping the school in Maths. 
  • The head of a bunch of thugs claimed to like me. Whenever my teachers were not around, these gangsters would besiege my classroom. These experiences have traumatised me greatly.

Private Schools

Gone are the days where students would sit on the tar road during assemblies. Gone are the days also for sitting on muddy grasses during Sports Day. There was a complete transformation in the school I had been to the point of me telling my mother “I understood every passerby’s conversation. Never have I been to a land where people would willingly speak English!” The teachers were really passionate in teaching and students in the class would join in the learning conversation. It was no longer the teachers but the students who became tyrants of the school too.

From hawker stall owner’s children to tycoon’s children. From run down flats as my friends’ houses to posh bungalows. From walking on two legs to drivers waiting for them in a BMW. From overused Bata shoes to Niki shoes. From going on “trips” to Mid Valley or Cameron Highlands to going on trips to America or England. Some students can even take some time off from schooling hours just to go on a trip to Australia! You name it; the insignificant differences have been rather significant in my opinion.

Despite the less stringent rules and more freedom, the students were by far way more disciplined than the schools with stricter rules. The worse case was when a private school student was caught smoking, when back in government school, I could even remember catching my teachers secretly smoking in the empty classrooms. Moreover, a schoolmate of mines was once almost raped when she stayed late at school. Despite this, the students in a private school were way more opened and “westernized,” so superficially, a private school may seem to have more notorious students when compared with the more conservative local school students. Some things I was rather upset in this private school were how some students can be really unappreciative with what they have. I kept silent when I hear students ranting about the quality of our cafeteria food, when in my opinion I was fed rather regularly and without stale food for that matter (in one of my old schools, everyone had an upset stomach from eating overnight chicken rice. Please don’t ask about the toilet’s condition). I even got to know that dietitians planned our meals.

What got me laughing was when I discovered their ignorance on how they were envied and hated for their alleged pomposity. When people were told that I come from a private school, some random questions I have received looks something like this: “Have you ever sat and ate by the roadside before?”

Here are just fun facts. In one of my English classes, we were supposed to make a newsletter. One column was this question “What do you think of insert private school’s name?” Some of the answers we got from local government school students were: -
  1. I would not say that the students are spoilt. They are exposed enough to know education is important. They just don’t realize the opportunities they are given.
  2. Very demanding and bossy, like rich kids
  3. They are nice and friendly. People think because they are rich, they are spoilt and stuck up.
  4. Bunch of spoilt brats who speak in their fake British accent because they are insecure of their wealth. Arrogance often comes with the package.
  5. Some are spoilt. Some are stuck up. Some are nice. It is like any other school, just for rich kids.
Speaking of English, the standard of English have went on a complete transformation. From getting As or 90s like a piece of cake, I’ve almost failed my first English test!

Pre University

Finally, the final school I’ve been to date. This is a private college and the students all come from various backgrounds. In the A levels course, I was under the impression that top students around Malaysia or the state come to gather in this college. With all the non-human abilities, it was no surprise that most of my classmates were initially top students in their respective schools. Hence no matter how much of an overachiever you are, there’s always someone better. As time progresses, my mindset of studying to gain respect has entirely evolved to become a person who is genuinely passionate in learning— even if the results would not be apparent in examination grades.

In a place filled with ambitious people, even I too, have set my targets high. By seeing how many students are genuinely interested in what they do, and how Universities such as the Ivy Leagues or Oxbridge become something of a real target instead of something you’ll only see in movies, I’ve come to appreciate the importance to inspire and be inspired.

Takeaways.

Having experienced my schooling life in all sorts of points of views: from rural to urban; bad school to good school; and government school to private school, types of schools does play a significant role in your education life. Since I have been to so many schools, I've never really settled in one place and create long lasting friendships. In fact, my nomadic schooling life has made me unsuitable in every place I study in-- as you have read-- since I'm too different in each school. For example, I'm too Malay-educated to mingle with the Chinese, but too Chinese-educated to mingle with the Malay. The states of both the government and private schools also scares me by how different they can be-- is there any place where I can be entirely satisfied in? The dichotomy of it all is, with such short experiences in each school, I am probably the most adaptable student there is: to be abnormal is absolutely normal to me.

Lastly, to teach children through humiliation and whatnot definitely doesn't alleviate the situation, but it only makes matters worse. My big change for the better definitely has nothing to do with all the punishments I once had but the reverse of it-- motivation, admiration, and inspiration. The only silver lining to all the shame and pain is probably to be very appreciative in whatever that is given to me and that I'm easily impressed by simply anything under the sky.


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Saturday, February 02, 2013

Making Teaching A Choice Profession

By Erda Khursyiah Basir, Bernama

KUALA LUMPUR, Sept 14 (Bernama) -- The National Education Blueprint 2013-2025 Preliminary Report launched by Prime Minister Datuk Seri Najib Tun Razak three days ago [Editor's Note: Cabinet has approved final report on National Education Blueprint 2013-2025 on January 30, 2013], is seen as a positive shift towards enhancing the national education system to the global level.

Outlining 11 elements as the yardstick to achieving this, the education blueprint targets, among others, that the teaching profession be a career of choice.

Deputy vice-chancellor (Student Affairs and Alumni) of Universiti Pendidikan Sultan Idris (UPSI), Datuk Dr Junaidi Abu Bakar said making teaching a choice career would help place it at the professional level.

"Some people have been thinking that teaching is an easy job, but in the shift towards making it a profession of choice, society will realise that not everyone is qualified to be called a teacher and gifted with teaching talent.

"Being a teacher actually requires one to have noble values, a certain personality, teaching expertise and skills, as well as related capabilities which add value to an individual as a teacher," he said.

However, he believes that the new approach taken by the Education Ministry in raising the status of the teaching profession would produce more quality teachers who could not only teach at the government schools but also at the private and international schools.

"The opportunity to be called entrepreneurs is also there if the teachers are able to open their own tuition centres and give extra guidance to students," he said.

Junaidi said the ministry's focus on raising the quality of teachers would not only benefit Malaysia, but could also help meet the needs of other developing countries lacking highly professional teaching manpower.

"Individuals who wish to be called teachers need to realise that undertaking the tasks as educators is just not about fulfilling an economic need, but also about shoudering a huge trust in producing quality human capital for the nation," he added.

National Union of the Teaching Profession (NUTP) president, Hashim Adnan said the ministry's objective of making the teaching profession a career of choice is a noble one which could contribute tremendously to national development.

He said through various incentives provided by the government for the teaching profession, individuals must grab the opportunity to serve in this profession as teachers were not only being evaluated on the academic aspect, but also their leadership and management capabilities, and personality.

"The government's objective of producing quality generations in the future will also be easier to be realised with the role and contributions of quality teachers," he added.

Head of the Yayasan Guru Malaysia Berhad Tuition Centre, Suhaimi Rashid said society's low opinion of the teaching profession today must be erased if teaching were to be made a profession of choice.

"This low regard for the teaching profession has made many individuals shun it, but let's not forget that teachers are trained and equipped with the professional skills to educate the young.

"Therefore, the teaching profession should be regarded as being at par with the other professions, as teachers are also the first or primary catalyst to national education development," he said.
Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025
Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025
English language teacher at Sekolah Kebangsaan Pulau Pemanggil, Mersing, Johor, Muhamad Fizri Jamal said making teaching a choice profession would help raise its status considerably in the public eye.

"Nowadays, there are still many graduates ending up in the teaching profession but it is not their first career choice. Their decision to choose teaching has been driven by various factors such as unemployment and family pressure, and not because of keen interest in or self-awareness about the profession.

"If a teacher has a real interest to teach and is highly disciplined, he will work hard and is responsible, subsequently looked up to by the community, hence lifting up his spirit to perform even better and be proud of himself as a teacher," he said.

Recommended: How I become a Teacher through KPLI and Institut Pendidikan Guru (IPG)


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