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The person who teaches History as a subject must find new ways to make it interesting as it is about events and people whose actions, good or bad, have affected us.

VARIOUS approaches and methods that are brief yet effective, have been used to deliver the idea of transformation to the public.

The aim is to make society more knowledgeable, appreciative and capable of translating transformation according to their own field, expertise, capability and ability.

When rural folk talk about transformation, it means that they have been exposed and know what transformation is all about.

The size, form and approach become the debatable points, not the question of whether transformation is needed or not.

Everyone has a role to play in national transformation depending very much on their ability which is an important point.

The education fraternity should be aware of national transformation, especially educational transformation.

For educators involved in teaching History, transformation in the subject must be known, appreciated and then implemented.

As generally known, the transformation of national education has empowered the position of History from being a core subject to a subject that must be passed at SPM from 2013.

At the same time, the Education Ministry continues to document History as a core subject in the KSSR (Standard for Primary Schools Curriculum) from 2014.

At present, History is taught as one element of Kajian Sejarah Tempatan or KST (Local History Studies) in primary schools.

This means that all students who sit the SPM from 2013 must pass History as the subject is compulsory.

Learning History is seen as boring, dry and rigid, because learning about the dead requires transformation.

Transformation in History requires teachers to play the role of transformers.

They should have the ability to change the approach, method and strategy, and instructional techniques in order to attract students to the subject.

Students are eagerly waiting to find out the type of approach, method, techniques and strategies the teacher will apply in teaching and learning. Will they have the opportunity to ask questions and voice their opinions this time?

Transformation in teaching and learning of History requires teachers to give space and opportunity to students to voice their opinions and expose their talents as novice historians.

When interest takes the top spot, excellence will follow. This is the transformative education which is not tied down by examination and syllabus that must be finished. Examinations are not the measure of excellence of a student.

by Dr. Siti Hawa Abdullah.

Read more @ http://thestar.com.my/education/story.asp?file=/2012/12/2/education/12259181&sec=education

PETALING JAYA: Knowledge of history is important to introduce Malaysian youths to their own country, said historian Tan Sri Dr Khoo Kay Kim.

He said many young people were doing strange things, such as stepping on the national flag, because they did not understand or appreciate the country’s history.

“Many people today do not even know the difference between ethnicity and nationality.

“We need to introduce the young to our country so that they understand the unique and interesting history of Malaysia,” he said during a press conference yesterday.

Dr Khoo, 75, a renowned historian, is a professor in the History Department of Universiti Malaya and also the Chancellor of KDU University College.

His contributions to the country include co-authoring the Rukun Negara in 1969.

“Unless you understand history, you cannot understand what is happening in the country today,” he said after receiving RM100,000 in sponsorship from the Sime Darby Foundation.

The contribution is to sponsor the publication of Esei-esei Lengkap Sejarah Malaysia, a compilation of essays by Dr Khoo since 1966.

Writer Eddin Khoo, who is Dr Khoo’s son and the chief editor of the publication, said all of his father’s works would be available in both English and Bahasa Malaysia for the first time.

Sime Darby Foundation council member Tan Sri Dr Wan Mohd Zahid Mohd Noordin praised Dr Khoo for being very passionate about his work.

by P. Aruna.

Read more @ http://thestar.com.my/news/story.asp?file=/2012/9/15/nation/12033170&sec=nation

KUALA LUMPUR:  — The new History syllabus being drawn up for secondary school should be able to inculcate a strong personality and patriotic spirit that will become the basis for unity and nation development, according to the Federation of National Writers Associations (Gapena).

Gapena Chief 1, Prof Datuk Dr Abdul Latiff Abu Bakar said the new History syllabus should also be based on the Federal Constitution and the Principles of Rukun Negara.

While lauding the government’s move, he said it was indeed relevant as efforts to inculcate the spirit of love for the country through the subject, were still insufficient.

“The new syllabus should emphasize more on understanding and appreciating the history behind the formation of Malaysia.

“In this context, it cannot run far from the history of the Malay Sultanate, while the role played by other races in the struggle for independence should not be sidelined,” he said when contacted here.

BERNAMA.

Read more @ http://education.bernama.com/index.php?sid=news_content&id=692976

KUALA LUMPUR:  — A new History syllabus is being drawn up for secondary school students in the effort to produce citizens with a high level of patriotism, says Deputy Prime Minister Tan Sri Muhyiddin Yassin.

Muhyiddin, who is also Education Minister, said this was being carried out based on the views put forward by the Special Committee Studying the History Syllabus and History Textbooks for Secondary Schools.

“The government is paying special attention to the content of the History subject in schools. We have received the report (of the special committee). God willing, we will implement (the recommendations),” he said when opening the 57th Annual Meeting of the Malaysian Historical Society (MHS) at Wisma Sejarah, here, today.

The special committee, set up in May, 2011 and comprises 10 history experts, is chaired by former deputy director-general of Education Tan Sri Omar Mohd Hashim, who is also the MHS executive committee chairman.

The special committee was to review the history syllabus and textbooks for secondary schools to ensure that these could instil love among students for the nation, hence strengthening their loyalty and identity as Malaysian citizens.

Its formation was in line with the government’s policy to make passing History compulsory in the Sijil Pelajaran Malaysia (SPM) examination beginning in 2013.

In a related development, Muhyiddin said the government was always working towards enhancing the professionalism of History teachers so that they could help instil noble values and build good attitudes, understanding and intellect among students to enable them to really appreciate the country’s history.

“The era of regarding History as a side subject and could be taught by anyone has passed.

“We want History to be given a new breath of air, be given dignity and taught by the experts or those with a deep knowledge of history,” he said.

Muhyiddin hoped with the implementation of the policy of making passing History compulsory in the SPM and the subject to be taught in primary schools from 2014, the patriotic spirit and multiracil unity could be fostered among Malaysians from a young age.

For the same objective, he also hoped that the MHS and other non-governmental organisations could actively organise programmes to promote learning and appreciation of the country’s history and heritage.

“I believe that after 59 years of its establishment, the MHS members have the experience to carry out this responsibility to the best of their ability.

“Cooperation among such organisations in this area is important to raise public awareness on the origins of this country and in the formation of a national identity,” Muhyiddin said.

Omar, when met by reporters, said the special committee had submitted the report containing their discussions, which included the recommendations to improve the teaching methods and History subject content, to the ministry about two months.

BERNAMA.

Read more @ http://education.bernama.com/index.php?sid=news_content&id=692434

Students are encouraged to think critically with the new format of the Sijil Pelajaran Malaysia examination for History.

CHRISTINE* feels that studying for her History subject is a chore.

“There’s just too much to memorise, and I’m always worrying about forgetting everything during the examination,” said the secondary school student from the Klang Valley.

Her classmate, Azura* added: “It’s pretty boring; I’d rather do my Mathematics homework during History lessons.”

Open book: The new History assessment format includes a third paper whereby students are required to write a guided essay and will be allowed to bring textbooks and other related printed material into the exam hall.

As they lamented their workload for the subject, the students’ teacher was busy drilling her class on answers to possible questions that may appear in the Sijil Pelajaran Malaysia (SPM) examination.

“Have you all memorised the sample essays I gave you last week?” asked the teacher as a few students nodded their heads half-heartedly.

“If you don’t pay attention, then you can forget about getting your A’s,” reprimanded the teacher.

The above is a typical scenario seen in many History lessons nationwide.

In the curriculum and assessment guidelines set out by the Education Ministry, the goals of History education include enabling students to understand the socio-economic and political development of the country as well as understanding and analysing historical facts in a rational manner.

For all the ministry’s good intentions of encouraging students to think critically and apply their knowledge, the reality is that lessons on the ground may not reflect this.

It is common for teachers to “spot” the questions and for students to memorise wholesale “analytical essays” to be regurgitated in the examinations.

“It’s very well to tell teachers to be more creative with their teaching, but if students don’t make the grade, we get the blame as well,” said a History teacher from Johor.

“Unfortunately, studying for the examination is still seen as being more important than making lessons meaningful to students.”

Compulsory pass

With History being a must-pass subject in the SPM from 2013 onwards, the Education Ministry has introduced a new format of assessment for the subject.

The current SPM History examination comprises two papers; Paper One is a multiple choice test while Paper Two requires students to answer structured questions and write essays. Come 2013, students will have to tackle an additional paper — a three-hour open book examination.

The move to make History a compulsory subject to pass in the SPM was first announced by Deputy Prime Minister Tan Sri Muhyiddin Yassin in 2010.

Muhyiddin, who is also the Education Minister, said then that putting more emphasis on history would create a deeper appreciation of the concept of “negara bangsa”.

He further added that History will be a core subject in primary schools from 2014 under the new Standard Curriculum for Primary Schools (KSSR).

The announcement, made during Muhyiddin’s winding-up speech at the Umno General Assembly, took everyone by surprise.

by Priya Kulasagaran.

Read more @ http://thestar.com.my/education/story.asp?file=/2012/9/2/education/11936898&sec=education

With the right attitude and wardrobe, a secondary school teacher has turned what used to be a boring lesson into one that inspires students.

Like a time-machine traveller, the World War II Japanese soldier burst into the classroom.

That dramatic entrance gave goosebumps to some of the 40 seated Secondary Two students, even though they knew the sword-wielding Japanese sergeant was their history teacher, Malcolm Tan.

No sir, it was not going to be another typical history lesson about the Japanese Occupation from 1942 to 1945.

Alright, listen up: What better way to capture your students’ attention than by role-playing a Japanese soldier in a history lesson? Since 2001, Tan has been using this interactive method to engage his students. – ANN/ STRAITS TIMES

“Today, you will learn about our way of life,” Tan intoned, as his spiel began.

A laptop’s speakers blared out the Japanese national anthem, Kimigayo, and the students had to bow and shout “Banzai!” (the equivalent of “Long live the Emperor!”).

For the next 50 minutes, Tan was not just a history teacher at Chung Cheng High School (Main) in Singapore. He was role-playing a Japanese sergeant in 1942.

A history buff, Tan, 35, has been using his interactive method to engage his students since 2001, first at Bendemeer Secondary, and now at his present school.

“My aim is to open the doors of the mind — to make history not boring, but alive and relevant,” said Tan, who has been teaching at the school for close to two years.

by Amelia Tan Hui Fang.

Read more @ http://thestar.com.my/education/story.asp?file=/2012/6/17/education/11491272&sec=education

If the decision to make history a compulsory pass for the SPM from next year is final, at least ensure that the curriculum is done right.

THE other day I ran into an old friend. Such off-chance meetings are nice and give you the chance to recollect some things together. For those with children, inevitably it leads to talk about what the children are doing.

Her child is 16 now and studying in Form Four. And yes, history is a compulsory subject in school and from next year, you need to get at least a pass in it to obtain your Sijil Pelajaran Malaysia (SPM) certificate, our equivalent of the O-Levels.

All right, I knew about that one. The Educa­tion Minister had announced that in 2010 after an Umno annual general assembly. But here is the shocker, her son was told by his school that there will a three-hour practical for history.

I was flabbergasted. No kidding, I said.

What are they going to do for the practical, I asked. This is unheard of. I have not managed to get independent confirmation yet, but if it is, imagine the possibilities.

Now what kind of practical would it be? Can we build a time machine and go into the past and ask Hang Tuah whether he really existed and whether all those tales they told about him and Jebat were true even though tall? The mind boggles.

But for now, the idea of a practical exam for history has to be mere conjecture unless the ministry chooses to clarify. Perhaps it is not a practical, maybe just a project.

Back to more serious stuff – this decision to make history not just a compulsory subject for the SPM but to require that from next year you need at least a pass in it to get the SPM certificate.

The only other subject that enjoys such a requirement is Bahasa Malaysia and up to now calls to make English a compulsory pass have not been implemented.

The Education Minister had cited lack of patriotism and lack of knowledge of the Federal Constitution as part of the reasons for the decision.

A committee was subsequently appointed to deal with the syllabus and curriculum in the wake of allegations that the history curriculum has changed over the years to place a lot more emphasis on Islamic civilisation and downplayed the achievements of non-Malays in contributing towards the nation and economy.

It is inevitable therefore that there will be lingering questions over what will constitute the history curriculum and what will be decided as facts and how the facts will be presented in a balanced manner to give a true and fair view of how events actually happened.

It is an unfortunate fact that our education system is highly politicised.

Take, for instance, the flip-flop over using English to teach Science and Maths. This was reversed after some five years and it is back to the old status quo.

And now history is to be made a compulsory pass for SPM.

That is a rather strange decision. It would have been adequate just to have made it a compulsory subject for the SPM instead of requiring that every student gets a pass in that subject to get the SPM.

Two questions arise over this issue.

First, is it really necessary to make a pass in history compulsory to ensure better understanding of how this country developed?

Two, who is going to ensure that the history that is taught in schools will be a real reflection of what happened shorn of all considerations?

The answer to the first question must surely be no because what politicians feel the public should feel about the way a country developed is seldom in touch with reality.

Students should not be forced to accept everything at face value without a healthy scepticism as to whether the so-called facts are right not.

by P. Gunasegaram.

Read more @ http://thestar.com.my/columnists/story.asp?col=questiontime&file=/2012/5/23/columnists/questiontime/11338273&sec=Question%20Time

INITIAL findings of a special committee set up to study History curriculum and textbooks for secondary schools found that the existing curriculum was still relevant, the Dewan Rakyat was told yesterday.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said the curriculum, however, still needed to be refined, expanded and restructured for clarity so that it could be easily understood by students.

“The committee, which has held three meetings so far, has taken into account the various suggestions from historical experts and also the multiracial community,” Muhyiddin, who is also education minister, said in reply to Datuk Shamsul Anuar Nasarah (BN-Lenggong) during question time.
The committee was formed early this year to ensure the curriculum was able to nurture patriotism and loyalty among students and strengthen their identity as Malaysians.

It is headed by Malaysian Historical Society chairman Datuk Omar Mohd Hashim, with Universiti Teknologi Mara Administrative Sciences and Policy Studies Faculty dean Datin Professor Dr Ramlah Adam as his deputy.

Members of the committee are historian Prof Emeritus Tan Sri Dr Khoo Kay Kim of University of Malaya’s History Department; archaeologist Prof Emeritus Datuk Dr Nik Hassan Suhaimi Nik Abdul Rahman of Universiti Kebangsaan Malaysia; Prof Dr Danny Wong Tze Ken of Universiti Malaya Department of History; Prof Dr Ranjit Singh a/l Darshan Singh of Universiti Utara Malaysia’s College of Law, Government and International Studies; Head of Universiti Malaysia Sabah’s History Department Associate Prof Dr Ismail Ali; Assistant Prof Dr Shamrahayu Abdul Aziz of International Islamic University Malaysia’s Law Faculty; the deputy dean of Universiti Malaysia Sarawak’s Social Sciences faculty Dr Neilson Ilan Mersat and Dr Benedict Topin of the Kadazandusun Cultural Association.
Muhyiddin added that the methods and techniques for teaching and learning of History subject should be diversified so that students would take interest in, understand and appreciate history better.

Read more @ http://www.nst.com.my/nst/articles/8dr1/Article

KUALA LUMPUR:  The history syllabus for schools is to be revised following new findings on the nation’s past, Higher Education Minister Datuk Seri Mohd Khaled Nordin said today.

The findings were made by philosopher Tan Sri Prof Syed Muhammad Naquib Al-Attas and recorded in his new book, Historical Fact and Fiction.

Mohd Khaled said that Syed Muhammad Naquib had uncovered new facts, some of which contradicted parts of the accepted text, and covered periods before the coming of the westerners that were not previously recorded.

He said that a committee of academicians specialising in history would be set up to make an in-depth study using the book as reference with a view to revising the syllabus.

“We can dig deep into history and we can start not from 1400 but from the very beginning,” Mohd Khalid told reporters at the Universiti Teknologi Malaysia international campus here.

BERNAMA.

Read more @ http://education.bernama.com/index.php?sid=news_content&id=612480

A PETITION calling for an overhaul of the History syllabus and textbooks is steadily gaining momentum.

Initiated by concerned parents, the History Book Reform Signature Campaign is proposing that the current History curriculum be reviewed to provide a balanced, accurate and diverse account of historical facts that is free from any political agenda.

After garnering its first signature on Feb 6, the campaign’s online petition has since received 3,757 (at time of print) signatures of support and a further 4,000 signatures have been collected through on-the-ground circulation.

While a number of online petitioners have chosen to remain anonymous, a good deal of them have included their names and comments.

Campaign participants listen as Dr Ranjit Singh makes a point.

“Understandably, it is often difficult to accurately chronicle past events,” wrote petitioner Arif Puracal.

“Despite the controversy, it is important that the younger generation be presented as a truthful a picture of the past so they may learn from it and fashion a better future.”

by Priya Kulasagaran and Kang Soon Chen.

Read more @ http://thestar.com.my/education/story.asp?file=/2011/5/22/education/8728655&sec=education