MAHATHIR AS GOOD AS ADMITS QUALITY OF TEACHERS AT GOVT SCHOOLS WAY BELOW PAR – EVEN AS THEY REBEL AT CALL TO CUT TIME ON RELIGIOUS STUDIES: USE VIDEOS TO TEACH MATH & SCIENCE IN ENGLISH – ACADEMIC BACKS PLAN TO USE 5G TECH FOR ENGLISH LESSONS WHILE HEADMASTER AT MARA SCHOOL DEFENDS MAKING STUDENTS WAKE UP AT 3AM TO OBSERVE PRAYER PROGRAMS

PETALING JAYA: An academic has urged Dr Mahathir Mohamad, as acting education minister, to expand the teaching of mathematics and science in English to benefit more pupils and suggested that this be done through the use of videos.

Teo Kok Seong of Universiti Kebangsaan Malaysia said the videos could ensure a uniform quality of teaching across all schools in the country, both urban and rural.

He suggested that the country’s best teachers of mathematics and science in English be asked to help in the production of the videos.

“The education ministry can then prepare workbooks and schoolteachers can guide students in following the videos and using the workbooks,” he told FMT.

Teo said the implementation of his suggestion could spell the beginning of improvements in the quality of education in national schools and could attract non-Malay students back to them.

He noted the Mahathir had spoken about making national schools truly national again. “I feel he can do it because he is not afraid of anyone,” he said, adding that Mahathir should complete this mission before handing over the education portfolio to someone else.

RELATED STORY: Dr Mahathir wants to use 5G tech for English lessons

Teo Kok Seong.

Teo, who participated in the preparation of the National Education Blueprint 2013-2025, said Chinese and Indian parents complained against Islamisation in national schools in dialogue sessions held before the blueprint was drawn up.

“Before he gives the position to anyone else, Mahathir must do this favour of making sure national schools are proper national schools to attract Chinese and Indian parents back,” he said.

Other politicians might fail to reverse the Islamisation trend for fear of backlash, he added.

Malaysia has national schools, Chinese and Tamil vernacular schools, Islamic schools, homeschooling centres and private and international schools.

A large number of non-Malay parents prefer vernacular schools for their children. – free malaysia today

Principal defends Islamic programmes as critics hit out at ‘outward religiosity’ in schools

PETALING JAYA: The headmaster of a Mara Junior Science College (MRSM) in Johor has rejected complaints that his school gives an undue emphasis on religious practices.

He told FMT the programme had the blessings of parents.

The headmaster, who is new in his position and who did not wish to be named, said the complaining parents should have voiced their grouses to him instead of doing it through the media.

“The programme has been in place for a long time and we have never received any written complaint from parents,” he said. “This decision was agreed to by the parents.”

They said these activities took up too much of the students’ time and energy, causing them to be lethargic during regular classes and revision periods.

They said students were frequently compelled to attend congregational prayers and other non-obligatory rituals and that many of these sessions required them to get up as early as 3am.

Sharifah Munirah Alatas.

The issue brings to light criticism that religious overtones and symbols in national schools have made them less attractive to non-Malays, in the midst of a continuing public debate over Malaysia’s polarised education system.

An academic called for a sharper focus on the study of social sciences and humanities alongside science and mathematics.

Sharifah Munirah Alatas, who teaches at Universiti Kebangsaan Malaysia, said these were what students needed to learn to form a complete Islamic worldview.

“An Islamic way of life and an Islamic worldview does not mean learning to memorise the Quran excellently or learning how to correctly pronounce the verses in Arabic,” she told FMT.

“An Islamic way of life is a holistic approach to life. It means learning subjects that will nurture a complete human being. This complete human being must know how to react to complications in society.”

She alleged that religious teaching in schools had become excessive to the point that the studies of other subjects had been neglected.

Noor Azimah Abdul Rahim.

Parents, and not teachers, should be taking the lead in inculcating Islamic values in their children, she said, adding that these values were also developed outside the strictly religious context.

She said teachers must ensure students were not bullied by their peers over trivial matters such as failing to wear the tudung or to fully follow certain rituals that were not Islamic-based.

“Peer pressure is unhealthy and demoralising, especially when it has to do with outward demonstrations of religiosity, not an inner growth of faith and understanding,” she added.

Noor Azimah Abdul Rahim, who heads the Parent Action Group for Education, urged Mara chairman Hasnita Hashim to get rid of religious influences in MRSMs.

She said the schools should remain focused on science, innovation and problem solving, adding that parents would have sent their children to religious schools if they wanted them to obtain religious education.

“The problem with religion is that once given it is difficult to take back,” she said. “And worse, when one shows opposition, one is seen as anti-Islam, even though one is right.”

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