"Society and Education System in Malaysia"
At month end of April 2009, a table top discussion organized by the New Straits Times - Learning Curve in collaboration with Acer Sales and Services Sdn Bhd, chaired by Prof Madya Koh Soo Ling, a lecturer from Universiti Teknologi MARA, was held. The topic discussed was "What should the students do after SPM and STPM?"
The summary of the discussion are, students should be prepared, know their rights, responsible, as well as can adapt themselves with the surroundings if they want to be succesful at higher learning levels.
Prof Datuk Dr Ahmad Zainuddin, director of Akademi Kepimpinan Pengajian Tinggi, in his opinion said, in spite of getting good grades, they should actively involved in the extra-curricular program such as involved in a society or sports thus, mixed with the other students to improve their communication skills and develop holistic "jati diri". (*ehem...who can help me with this?)
For Dr Asma Abdullah, Culture Expert, culture and social contact in campus can nurture the students' thoughts and relationship.
From the above statements, we can see that how important self-development is especially to the students. None of them suggested that the students should continue on reading only, or "Be prepared for another higher level of examination!" Having excellent grades with no soft skills is such a waste and we always declare them as 'hardly-employed'.
Answer this: "We often criticize the education system in our country which is exam-oriented but at the same time we are swollen with pride having students that successfully get excellent results in their examination. Example, Amalina (SPM2005) and Madiah (SPM2008), two Malay girls having the most A's (up to 18A's if I'm not mistaken), are placed 'on top of the world' to show how brilliant they are! Is this how we act in response or is this the irony reaction of Malaysians towards excellent-on-a-paper person, or they didn't realize as they lost their conscious or did they thought that exam-oriented education is no longer an issue if their children excel superbly in the civil examination?"
Society
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2 comments:
salam,
saya dah tulis komen saya, tetapi apabila saya baca balik, terdapat maklumat yang tidak tepat (saya tidak pasti), dan terdapat statement yang masih boleh diarguekan. oleh itu, saya padam balik komen saya.
points yang tinggal cuma ini sahaja,
falsafah pendidikan sekolah dan falsafah pendidikan di universiti, sama atau lain? saya rasa ini mungkin punca sistem pendidikan yang berbeza di kedua-dua tempat, dengan matlamat yang berbeza.
sebab,
pandangan oleh pengarah akept dan pakar budaya tersebut merujuk kepada mahasiswa di universiti, dan perbincangan yang dianjurkan oleh the New Straits Times itu pula merujuk kepada pelajar-pelajar lepasan SPM/STPM (sekolah). -deleted-
sistem pendidikan berorientasikan peperiksaan, mungkin adalah skala ukuran yang terbaik pada masa ini untuk menilai tahap kecemerlangan pelajar, kerana, keputusan yang cemerlang bukan sahaja menunjukkan kebijakkan pelajar, juga menunjukkan attitude pelajar tersebut. jika keputusan bagus, juga membawa maksud disiplin yang bagus terhadap pelajaran, maknanya pelajar itu tahu matlamat dan tahu cara mengejar matlamat tersebut sehingga tercapai. bagus bukan?.
jika skala 'soft-skill' dimasukkan dalam ukuran pencapaian pelajar, ia terlalu subjektif, dan amat sukar dibandingkan antara pelajar, kerana guru-guru mungkin bias kepada murid-murid maasing-masing.
(ini pandangan cikgu saya dahulu)
langkah terbaik setakat ini daripada kerajaan, meletakkan merit/markah sepuluh peratus daripada keseluruhan keputusan peperiksaan (jatuh kepada 90 peratus) sebagai penglibatan dalam kokurikulum, sebagai tapisan untuk memasuki universiti. (statement ini perlukan pengukuh)
pandangan anda seterusnya?
Maybe obtaining up to 17A's or 18A’s is a rare case whereas getting to be the head of prefect in school or an editorial to the schools' magazine are common cases. On the bright side, it shows that the more A they get, the more they read. Plus, those A’s came from different field of knowledge; Science, Language, Islamic or Moral Education, Account, Engineering, etc. It is impossible to get so much A if we only took science during secondary school. But, on the ‘dark’ side, so much A would indicate that the person doesn’t specialize in any field that even scholarship giving bodies are afraid to give them scholarship thinking the person may change interest or the person didn’t show passion in a specific field. From what we know, what kind of program in university requires so much A to enter? To our surprise, those people getting excessive A than needed didn’t end up in Harvard! (Not to say that they are not qualified)
Update: Ministry of Education has limited the number of subjects a student can take during SPM. Some say that it's not fair since most of boarding school (SBP,MRSM) didn't offer those subjects offered in other secondary schools. So, for scholarship issues, it seems that students from those boarding school are less competetive against their friends in other schools (due to less A offered and taken by those students). Furthermore, only several are obtaining more than 11A's, so, are those several students only are eligible for scholarships? How about less fortunate students having 9A's? 9 is a smaller number compared to 17, but the fact is there are many students getting 9A's..which 9A's is considered as good results!
*Hmm...Why when I sat for SPM no one asked me whether or not I want to add another subject? Ha-ha…
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