What policies? What plans?

4 11 2012




Education Policy: What is BN’s and PR’s policy if either wins the GE13?

Education, needless to say is the cornerstone of a country’s development and even civilisation. It is an investment into our children to make them good persons, good and useful citizens. WE cannot look at education merely to produce technocrats but weak and valueless human beings.

It is no secret that almost most will agree that generally the education standards in our country, from primary to tertiary is low. We have been having inconsistent education policies for the past many years that has caused major damage to the education of our kids.

Again, I cannot be accused as being excessive when I say that much of our education policy is weak and not well thought out because it has been unnecessarily politicised rather than being focused on quality and proper objectives. The standard of English in our country has declined to an embarrassing low due to politics interfering into our education policy making process. We produce graduates who seem to lack the ability to think and reason.

IF we look at the Government schools, it is plagued with all sorts of problems such as gangsterism, truancy, low quality teachers and school environment. Too much religion in school, especially “Islam”, instead of focusing on academic excellence has also contributed in wastage of resources. We seem to lack commitment to give our children the best education possible in the best environment possible.

We may have KLCC and world class physical facilities at KLIA, but our government schools, especially the National Type schools are generally pathetic. This probably explains why there is an increase in private schools. One barometer of how good our schools are is to ask this question: how many of our Ministers and MPs have their own children studying in Government schools?

After more than 50 years, we still have not come up with a solution to the separation and the consequences of having sekolah kebangsaan and vernacular schools.

With all the above problems, wouldnt the Rakyat like to know what is the education policy and plans that BN or PR have before they cast their vote?

Peace !


Pendaulatan Bahasa Kebangsaan – Sarawak di bawah KM berbanding Malaysia di bawah PM

26 10 2012

Sumber DI SINI.


“….berharap Sarawak dapat muncul sebagai negeri yang secara NYATA memancarkan CITRA BUDAYA BANGSA…..”

– Ketua Menteri Sarawak

Alangkah baiknya jika seorang Perdana Menteri bersemangat waja seperti ini terhadap budaya bangsa MALAYsia, bukannya mencanang sekolah-sekolah vernakular yang mencelarukan identiti MALAYsia yang mana akan menjurus kepada rakyat (?) sendiri langsung tidak tahu bertutur bahasa kebangsaan dek terdidik dengan sistem pendidikan vernakular cina (negara CHINA) dan tamil (negara INDIA).


15 09 2012




New education blueprint unveiled

The six attributes, which will be incorporated into the 11 shift initiatives for the education transformation plan

Prime Minister Dato’ Seri Mohd Najib Tun Razak promised that one of the initiatives in his ‘transformation’ agenda is to revamp and re-engineer the education system. The aspirations of the Malaysia education still pertaining to access, quality, equity, efficiency and unity. Six new attributes would be the basis of this 11 shits in the education system, in the initiative to make it a more solid plan to develop future Malaysians.

11 September 2012 | last updated at 12:31PM

New education blueprint goes beyond politics

By V. Shuman 0 comments

KUALA LUMPUR : The new education blueprint is not partisan in nature and extends beyond politics, said Prime Minister Datuk Seri Najib Razak today.

Pupils at SJK (C) Yih Min, Simpang Empat in Alor Setar doing last minute revisions before they enter the exam hall to sit for the UPSR examination. NSTP/ Lim Poh Chin

1 / 1
“The plan, which in my opinion is futuristic, bold, transparent,  comprehensive and democratic in nature, is made to make every Malaysian child to realise his God’s given talent.
“I say democratic because the plan was lined up following input from various parties of interest including individuals, NGOs and education bodies,” said Najib after launching the blueprint at the Kuala Lumpur Convention Centre Plenary Hall here today.
The plan is an early draft, which is expected to be produced in the Cabinet and passed this coming December.
The Education Ministry will for the next three months, hold “open houses” to enable the public to observe the plan and get clarifications regarding any queries they may have.
“The end result will be a plan that fulfills the people’s dreams and aspirations” added Najib.

The five pillars of Malaysian education system

Prime Minister Najib that the nation needed a creative and innovative solution for education that would require participation and sacrifices from all segments of society. The thrusts of the new economy is knowledge, innovation, technology and infused with creativity.

The eleven shifts outlined are:

Prime Minister Najib also made specific comments about the necessary role of English, to propel Malaysians forward without at the expense of Bahasa Kebangsaan.

English not a zero-sum game says Najib

By Lee Wei Lian
September 11, 2012

KUALA LUMPUR, Sept 11 — Mastering English does not mean that the national language will lose out said Prime Minister Datuk Seri Najib Razak today.

This comes after bilingualism was endorsed in the new national education masterplan launched today that will run from 2013-2025.

The prime minister said that a command of the English language was a valuable asset and it needed to be taught using English literature.

“If we can’t start with Shakespeare, start with Enid Blyton, then move on to Shakespeare light and finally Shakespeare,” said Najib.

He added that Malaysians if possible should even learn three languages.

“I encouraged my son to learn Mandarin,” he said. “This is because we want a competitive edge.”


“Education policy shouldn’t be a populist effort and everyone should depoliticize education”, said Prime Minister Najib. He already reiterated that Federal Government would bring about the best returns on money spend for education.

Prime Minister Najib also cautioned about the ‘value system’ should be inculcated in the education system, to prepare Malaysians in the future to be better people.

Part of the investments in this announced Education Blueprint include better education assets and development programs for educators, especially teachers.

Towards Improving Our National Education System

14 08 2012

Around circles of readers, many have discussed and asked among themselves the appropriateness and the need for Malaysia to streamline their education system and importantly, the effort to improve the quality of our schools as a whole.

Chief among the concerns is the legality of vernacular schools itself vis-á-vis the Constitution and the Education Act 1996.

This I may add has been discussed rather thoroughly here.

But this issue shall be discussed at another time.

My main interpretation of school’s education system is this:

It must be free from any religious or cultural extremities.

In a way, it should be secular. Secular sounds dirty these days. Mainly because the word had been bastardised to the extent, it meant atheism or a belief system that is devoid of any religious connotations. Worse, it meant anti-Islam. However, the definition of secularism with regards to our children’s education should not be taken to the extreme. Certainly it does not mean that one rejects religion and faith in totality.

What we need is moderation.

These days, the majority of school children in national schools are Malays. Therefore, inadvertently Islamic teachings made their way into the schools’ general rules and education philosophy. I assume, those who are more objective as well as those who are not a fan of Anwar Ibrahim will pin point the cause of this ‘Islamisation’ of our national schools and the reason why non-malays shun these schools stemmed from the period when Anwar Ibrahim was the Education Minister.

That too, is an issue that can be discussed in another place.

But what I imagine is a school system that do not put too much emphasis on skin deep outlook on what is Islamic and what is not. It means, an education philosophy that prioritises worldly skills and knowledge instead of just focussing to permeate an intense Islamic culture within a school’s environment.

Without a doubt, this has made non Muslims felt alienated in their own surroundings. Parents were not happy. Even the less conservative Muslims found it hard to digest some of the do’s and don’ts. The effort to educate the children properly seems lost in the midst of all this. As the result, we cannot develop a well rounded Malaysians who are capable to interact with each other with ease.

In other words, the recent education system is worse than the education set in the 60’s, 70’s and till the mid 80’s. Experts pin pointed it due to the degradation of national schools; both in quality and self respect.

The cliché now is the world is changing at a rate faster than our children’s ability to absorb and comprehend all the knowledge. If we burden them with misguided priorities, then our future generations are trapped in a cycle of ignorance, or being mediocre at best.

Toning down religious and cultural extremities enables the school to produce a much healthier environment where tolerance is paramount and it breaks down the barriers between races, castes and classes. Emphasising too much on the ritual demands will not breed respect in fact, will isolate the children from each other. It will be “it’s us against them” mentality. And this does not happen in malay majority schools only.

How to move forward and take that jump in order to escape the mediocrity of our education system?

It is about time the Ministry of Education take a stronger role in steering our children’s future away from the negative elements that have been plaguing it. Elements that have always been sniping and eating away the very fabric of one’s edification in growing up within our Malaysian universe.

The bigger objective here is always a two edged sword. One that can improve via knowledge, a whole generation of Malaysians and one that also inculcate the spirit of togetherness and racial harmony among the children.

Of course this can be done with a single stream national education system. Preferably at the primary level.

Delving into few discussions on the one school system, there are obviously few doubts being raised among the concerned readers. Among others, questions regarding the quality of education and syllabus, quality of teachers and their approach, learning environment and school’s infrastructure as well as its overall ability to coalesce different ideologies, religions and cultures into one symbiotic and workable system.

Generally, many agreed that the holistic performance of the students is very important for their own future and this can only be done if the MOE is not weak in steering its direction and truly knows how improvements can be implemented.

One of the reasons why national schools could not generate enough interests from all levels of society is due to its inability to churn good students across the board. Yes we do have excellent schools that produce a myriad of high achievers. But these schools are far from between. The MOE should make all national schools at par with their more affluent counterparts.

Fortunately, all the points above are being discussed in the national education dialog which have been running since April 2012. They have 9 priority fields which they ought to improve which are:

1. quality of teachers

2. quality of headmasters

3. quality of school

4. curriculum and its evaluation

5. multilingual proficiency

6. post-school opportunity

7. role of parents and community

8. knowledge resources in school and its effectiveness

9. teaching methods and administrative structure

This could be the biggest project MOE has embarked since Penyata Razak in 1956 and Rahman Talib Report in 1960.

On that note, I do hope the MOE will reinstate the PPSMI after reviewing the youtube video below.

Thank you.


An article by:

Jebat Must Die

Tidak perlu membayar balik pinjaman PTPTN

23 05 2012


Sejumlah 11,764 peminjam Perbadanan Tabung Pengajian Tinggi Nasional (PTPTN) tidak perlu membayar balik pinjaman yang ditukar kepada biasiswa apabila mereka memperoleh keputusan cemerlang di peringkat Ijazah Sarjana Muda.

Pengerusi PTPTN Datuk Ismail Mohamed Said berkata ini merupakan satu penghargaan kepada para peminjam atas usaha keras dan kesungguhan mereka dalam bidang pelajaran.

Datuk Ismail Mohamed Said

Beliau berkata demikian kepada pemberita selepas majlis penyerahan wang pendahuluan PTPTN di Universiti Teknologi Malaysia (UiTM) Bandar Tun Razak, Jengka di sini hari ini.

Pada majlis itu, seramai 1,133 pelajar menerima wang pendahuluan sebanyak RM1,500 melibatkan jumlah RM1.7 juta bagi kemasukan Mei/Jun 2012 di UiTM Pahang.

Untuk kemasukan pelajar Institusi Pengajian Tinggi Awam (IPTA) di seluruh negara bagi sesi Mei/ Jun 2012, seramai 32,777 pelajar menerima wang itu membabitkan RM49 juta.

Bagi negeri Pahang, katanya sebanyak RM3.7 juta diperuntukkan sebagai wang pendahuluan PTPTN kepada 2,496 pelajar.

Sehingga 31 Dis lalu, sebanyak 553,913 waran Wang Pendahuluan Pinjaman (WPP) telah ditunaikan dengan jumlah RM812 juta. Mengenai jumlah peminjam yang telah membayar balik hutang mereka, Ismail berkata sejumlah RM3.18 bilion berjaya dikutip daripada 759,526 peminjam.

Selain itu, sejak 31 Mac lalu, seramai 25,138 peminjam yang disenarai hitam datang berunding dengan PTPTN serta membayar balik dengan kutipan berjumlah RM178.9 juta, katanya.

— Bernama

Education funded through taxation

8 05 2012



Free education is not always a good thing…


  • 1. Free education refers to education that is funded through taxation rather than tuition fees. Although primary school and other comprehensive or compulsory education is free in some countries, all education is mostly free in the Nordic and Scandinavian countries.
  • 2. In Norway and Finland, no fees apply for foreign students enrolling at a university, although they may not be eligible for a monthly study allowance and a loan. Finland taxes citizens at a marginal rate of 46.6%, reportedly the world’s fourth highest. Nevertheless, the nation’s economy is vigorous and unemployment as of mid-October 2011, was a relatively 6.8%. The Norwegian still have to paid far more taxes in Norway than they would have in America, even if they lived in a high-tax state like Massachusetts. As a Norwegian, they pays nearly 50 percent of their income to the federal government, along with a substantial additional tax that works out to roughly 1 percent of total net worth. Payroll taxes in Norway are double those in the U.S. sales taxes, at 25 percent, are roughly triple.
  • 3. Sweden until recently, provided free education to foreign students but changes have been introduced to charge fees to foreign students. Sweden top statutory income tax rate is 56.5% and top marginal all-in rate is 56.5%. Denmark also has universal free education, and provides a monthly allowance to students over 18 years of age. But Denmark latest top statutory income tax rate is 51.6% and top marginal all-in rate is 62.8%. Greece and Argentina provide free education at all levels, including college and university. What happened to Greece and Argentina economic crisis due to global recession; the crisis in Greece is still ongoing, as well as bankruptcy and chaos in Argentina over the last decade, can be regarded as a warning before we make any decision to implement policies of free education in Malaysia.
  • 4. In Brazil, free education is offered by the Ministry of Education. The Ministry offers scholarships for graduate degrees, masters, doctoral and post-doctoral for Brazilians and immigrants who have Brazilian citizenship. The best universities and research centers are public institutions, financed by either the local state or the federal government. However, when compared to the education policy of Brazil and Malaysia, the Malaysian Government education expenditures to the people is 8.1% higher than the 4.2% in Brazil. Based on World Development Indicators data, the Malaysian government has allocated expenditure, and subsidies for private education, including primary, secondary, and tertiary education is 20.3% of total revenue, which is 87% higher than the total Brazil expenditure in education.
  • 5. In Sri Lanka, free education is provided by the government at different levels. Government funded schools such as national schools, provincial schools and primary and secondary education is free, while assisted schools and semi-governmental schools provided the same at subsidized rates. At the university level, the state universities provide undergraduate courses free, however this totals only about 10% for those qualified for university entrance. Grants and scholarships are provided for a limited number as study allowances.
  • 6. Higher education was free in The UK until fees were introduced in 2001. Initially pegged at £1000 per year, the levels which institutions can charge has recently been raised to a maximum of £9,000 per year.
  • 7. Free education has several advantages. Everyone can attend, so the gap between rich and poor students decreases as poorer students have more opportunity. The economy also benefits from the increased pool of highly educated labor. An educated workforce attracts employers and foreign investment. Socially, a more educated population should have more choices regarding nutrition, jobs and lifestyle. An additional point is that university fees only contribute a small proportion of the university budget.
  • 8. However, some people are opposed to free education. Through their taxes, poor families subsidize rich students who can easily afford to pay fees. Spending government money on free education is often not possible or desirable when a country needs hospitals, roads, houses, military equipment’s, primary or secondary schools etc.
  • 9. A university education is a choice, not a requirement. People who finish college with advanced qualifications are going to earn large salaries and can easily afford to pay back loans. Furthermore, when people get something for free, they often do not value it. If college is free, many students will go there just because they cannot think of anything else to do.
  • 10. Free third level education is not always a good thing. Malaysian Government need to think carefully about their policies and ensure that they are using their resources to help all the people in the country equitably.

Apa yang kita semai, itulah yang kita akan tuai.

12 03 2012

Dasar pendidikan negara kita pincang

Apa yang kita semai, itulah yang kita akan tuai.

Semasa pemimpin-pemimpin menanamkan cerucuk asas pendidikan Negara kita kira-kira lebih 40 tahun dahulu, mereka hanya menekankan untuk memberi ilmu pengetahuan sains, teknologi dan kemahiran kepada anak-anak sekolah bagi menyediakan dan memabawa Malaysia kearah Negara maju.

Tetapi setelah melihat kepada ciri masyarakat yang terbentuk hasil melalui sistem yang ada ini, dapatlah kita membuat kesimpulan, terdapat sesuatu yang tidak kena dalam sistem pendidikan kita.

Pendidikan di sekolah dan di rumah sangat memberi kesan kepada pembentukan sahsiah sesuatu masyarakat.

Kita di semenanjung, terdiri dari tiga kaum yang terbesar iaitu Melayu, Cina dan India. Tiga-tiga kaum ini menerima pendidikan di peringkat tadika dan sekolah rendah secara berasingan. Selalunya kelompok tempat tinggal mereka juga berasingan. Kalau masa dulu, orang Cina ramai tinggal di kawasan Bandar, orang Melayu di kampong dan orang India di estet.

Di masa ini pun, walaupun ketiga-tiga kaum ini tinggal di taman perumahan, mereka masih cenderung untuk tinggal dalam kelompok kaum mereka.

Pengasingan sekolah dan kawasan penempatan mengikut kaum ini menyebabkan peluang untuk mereka berkenal lebih rapat dan bersahabat antara kaum sangat sukar sekali. Mereka hanya bertemu dalam aktiviti yang tertentu sahaja, seperti dalam urusan jual beli dan urusan pekerjaan sahaja, selain dari itu mereka seperti tidak bergantung antara satu sama lain.

Amat jarang sekali tiga kaum utama ini berpeluang menjalankan aktiviti kehidupan bersama. Ekoran dari itu, tiga kaum ini tidak berpeluang mengenal antara satu sama lain dengan lebih dekat, hasilnya mereka mempunyai aspirasi yang berlainan. Mereka tidak dapat merasakan kehendak, kemahuan dan keperluan kaum lain. Sebaliknya semua tindak tanduk dan aktiviti mereka hanya berkisar kepada kaum mereka sahaja.

Pemisahan kaum-kaum ini telah melebarkan jurang perbezaan antara mereka, akhirnya mereka terus selesa dengan keadaan demikian, mereka menganggap kaum yang lain itu sukar untuk didekati dan dicampuri. Jauh dari menjadi sahabat, sebaliknya mereka menganggap kaum lain itu sebagai ‘musuh’ yang boleh menyusahkan hidup mereka. Suatu kaum akan berusaha untuk ‘membunuh’ atau mengalahkan kaum yang lain.

Perasaan curiga dan prasangka kepada kaum lain sentiasa wujud dalam pemikiran masyarakat Malaysia. Baru-baru ini telah terjadi pergaduhan antara pekerja restoran KFC berbangsa Melayu dengan pelanggannya berbangsa Cina. Masyarakat tidak melihat siapa yang bersalah dan berkelakuan buruk secara individu yang telah menyebabkan pergaduhan itu, tetapi sebaliknya masyarakat Malaysia melihat insiden itu dengan kacamata perkauman dan melabelkan kaum A atau kaum B sebagai kurang ajar atau biadap.

Parti-parti politik yang wujud juga tidak terlepas dari mengikut polarisasi kaum dan ia sebenarnya adalah lanjutan hasil dari pemisahan kaum dalam kehidupan sebenar mereka. Dalam meraih sokongan, ahli politik lebih suka dilihat untuk menjadi hero kepada kaumnya.

Bila bercakap soal untuk membasmi kemiskinan dan membantu golongan miskin, mereka lebih suka bercakap untuk memperjuangkan taraf ekonomi dan kehidupan orang Melayu. Padahal kalau dia kata untuk meningkatkan ekonomi rakyat yang miskin, yang akan dibantu adalah orang Melayu juga, kerana kaum Melayu lah yang paling ramai miskin. Tetapi disebabkan untuk meraih sokongan politik, mereka lebih suka bercakap untuk membantu dan membela orang Melayu.

Sikap dan tabiat orang Melayu, orang Cina dan orang India juga berbeza. Orang Melayu dikatakan baik hati tetapi malas, orang Cina dikatakan tamak tetapi rajin, orang India pula dikatakan taat tetapi culas. Apakah sikap dan tabiat setiap kaum itu diwarisi atau dididik dari kecil. Tetapi kalau kita letakkan kesalahan ini kepada sistem pendidikan pun ada kebenarannya, kerana mereka dididik dan melalui sistem persekolahan yang berbeza, sudah tentu hasilnya juga akan berbeza.

Ada kemungkinan kalau ketiga-tiga kaum ini bersekolah dalam sistem sekolah yang sama, sikap dan tabiat mereka akan menjadi lebih kurang sama atau hampir seragam.

Orang Jepun terkenal dengan memiliki sikap-sikap yang murni seperti tidak mementingkan diri, jujur, telus, tidak mencuri, rajin, gigih, sabar, tidak membuang sampah merata-rata, bebaris mendapatkan giliran tanpa memotong barisan, sikap ingin belajar dan ingin tahu, berbangga untuk membuat kebaikan, membantu orang yang memerlukan.

Kenapa Jepun boleh menghasilkan manusia yang berakhlak mulia tetapi kita tidak boleh? Ini mesti ada yang tidak kena dengan sistem pendidikan kita. Kita patut belajar dari Jepun.

Nilai yang murni tidak cukup sekadar diceramah dan diberitahu sahaja, tetapi ia perlu dilatih untuk melakukannya supaya ia akan menjadi amalan dan budaya masyarakat.

Di universiti sekarang ini begitu ghairah dan sibuk sekali menekankan latihan generic skill atau soft skill atau kemahiran keterampilan diri. Bagi saya generic skill ini mesti bermula dan dilatih diperingkat tadika lagi, bukan di universiti baru hendak diperkenalkan kepada mereka, kerana ia melibatkan sikap, amalan dan budaya.

Kenapa anak-anak muda Melayu kita suka merempit dan melepak? Kenapa anak-anak muda kita banyak terjebak dalam masalah sosial, menghisap rokok, penyalahgunaan dadah, seks bebas. Semuanya ini memerlukan kita melihat semula kepada sistem pendidikan yang dilalui oleh anak-anak kita samada di sekolah mahupun di rumah.

Anak-anak sekolah kita lebih berbangga untuk menjadi jahat, mereka bangga kalau kenal samseng atau gangster di luar sekolah, sebaliknya murid yang ingin membuat perkara yang baik sering diperli, dikutuk dan diejek.

Penguatkuasa banyak terlibat dengan rasuah, mereka tidak amanah. Masyarakat kita juga dibelenggu dengan masalah perbezaan status yang diukur mengikut pekerjaan dan tahap ekonomi mereka. Pemungut sampah dianggap golongan rendah. Amat memalukan kalau berjalan kaki atau menggunakan pengangkutan awam. Sebaliknya menaiki dan memiliki kereta Mercedes dan BMW di pandang tinggi.

Apakah semua masalah dan kemelut yang kita hadapi hari ini ada kaitan dengan kepincangan dalam sistem pendidikan kita?

Tetapi yang pastinya, kalau kita semai benih lalang tidak mungkin kita akan menuai padi.