By: Cso Education Cluster<\/p>\n\n\n\n
Organisation\/ Individual: CSO Education Cluster<\/p>\n\n\n\n
Kod Dasar: 3f Pendidikan<\/p>\n\n\n\n
Isu dan Polisi Semasa:<\/strong><\/p>\n\n\n\n The transformation of national schools to a monocultural (a single race and religion)\nlearning institution has created a deficit of trust, especially among minority group parents .\nThis has resulted in largely homogeneous B40 to B50 students studying under the\nKebangsaan Schools, while the minority ethnic middle- and upper-class parents place their\nchildren in the better-run national and vernacular schools. Malays and the Orang Asal\nparents, who also have lost trust in the Kebangsaan Schools (SK\/SMK), send their children\nto these schools as well.\nParents\u2019 aspiration for diversity and quality education, in choosing these schools,\nis well reflected in the 19.5% enrolment of non-Chinese ( i.e. 15.3% Malays, 2.75% Indians, \nand 1.67% represented by othersincluding the Orang Asal \u2013 Source: MOE, 2020) including Orang\n Asal) in SJKC schools. Similarly, the increased demand of parents from middle and upper class and professional background, regardless of ethnicity, to\nenroll their children in private, international, Chinese independent schools and\nhome schooling clearly signals the deficit of trust for the public schooling system.\nSuch concerns expose the widening gap impacting the quality of learning\nexperienced by students from the different SK, SJK schools. Also the different\nsocio-economic classes, the ethnic background and the limited learning access of\nthe B40 hinders the embracing of diversity. The main loss is most felt by the\nstudents from the B40 group.\nThe students from the private school clusters are isolated and cannot emphatise\nwith the B40 community. This segregates the have-nots from the haves students\nand the B40 students who are deprived of exposure to and access to an enriched\nlearning experience.<\/p>\n\n\n\n Nilai-nilai & Kepercayaan<\/strong><\/p>\n\n\n\n \u2018Education for all\u2019 and \u2018Education is a co-responsibility of all\u2019. Parents\u2019 choice in education\nto be respected.<\/p>\n\n\n\n Penyelesaian:<\/strong><\/p>\n\n\n\n The following model in UK can provide a reference for Decentralization of education to\ntake place in Malaysia.\nThe UK \u2018Academy School\u2019 Model* is recommended to be run on pioneer project basis as a\nprogressive initiative to realise the Decentralisation in education in Malaysia. In particular\nto getting rid of schools and teachers who are underperforming as well as fulfilling\nstudents, parents and community aspirations in education.\nUnder such a scheme, schools will be given full autonomy to run school in the best\ninterest to benefit students, community and school. These schools were given 80%\nfunding by the Government and 20% based on school TRUST fund. Teachers enjoy better\npension scheme and job security. Professional accreditation body to visit schools to\nascertain if they are on track with the self -determined set performance goals\nAs for under-performing schools, they will be aided by an agreed school recovery plan.\nContinual failure of the school community to perform will be resolved. Both teachers and\nprincipals will be disengaged.\nSchool Managements are given a free hand to deliver education, using their own approach\nin line with the focus taken by the school community. For example, the school may want to\nreinforce student learning in BM, first using the immersion approach for Year 1 students,\nfollowed by set approaches in the teaching of English to students in the Year 2. The only\nrequirement is that, at the end of this completed schooling, students are competent to sit\nfor the public exam.\nTo produce students whose capabilities are sustainable and relevant, schools should be\ngiven autonomy to run a niche school-based curriculum benefitting majority of the\nstudents. This is to be funded by the Government. For example, SMK St Mary, as a Girl\u2019s\nSchool, has been conducting culinary classes to benefit students in life skills, as well as a\npotential career in future for students from B40.\nSimilarly, SMK Confucious school has commenced the \u2018Bijak Bahasa\u2019 program to its Year 1\nstudents to address the issue of Malay language literacy gap faced by majority of students\nin the school.\nHin Hua High School students, from Klang, are given direct entry to the prestigious\nTsinghua and Beijing Universities. The empowerment of having a self-determined broadbased\ncurriculum which include the teaching of Social Science with a broad-based\nconcept to widen students\u2019 global perspective. The school is well-known and given\nrecognition for producing aspiring students.<\/p>\n\n\n\n Sumber Rujukan:<\/strong><\/p>\n\n\n\n –<\/p>","protected":false},"excerpt":{"rendered":" By: Cso Education Cluster Organisation\/ Individual: CSO Education Cluster Policy Code: 3f Education Problem Statement and Current Policy: The transformation of national schools to a monocultural (a single race and religion) learning institution has created a deficit of trust, especially among minority group parents . This has resulted in largely homogeneous B40 to B50 students …<\/p>\n