Archive for the ‘Educational Issues’ Category

MOE: Schools will open as planned

Sunday, January 3rd, 2021

Back to school: Noorazlina Adnan, 41, helping her son Fakri Aimansyah, seven, to get his schoolbag ready at her house in Rawang, Selangor, ahead of the start of the new school session this year. Looking on is her daughter Noor Adawiyah, four. — FAIHAN GHANI/The Star

PETALING JAYA: Schools will reopen on Jan 20 as scheduled despite the extension of the recovery movement control order to March 31, says the Education Ministry.

According to the ministry, all educational institutions under the purview of the ministry, registered private education institutions and international schools will follow the 2021 school term calendar as stated by Prime Minister Tan Sri Muhyiddin Yassin in his New Year’s Day message.

“The opening will involve all education institutions nationwide including the ones in conditional MCO areas, ” the ministry said in a statement yesterday.

It said that all education institutions are advised to follow the Covid-19 guidelines, SOP and new norms spelt out by the authorities.

“The Education Ministry, along with the Health Ministry and the National Security Council, will continue to monitor the situation for educational institutions to ensure that the health of all is given priority, ” it added.

Parents and teachers had earlier raised concerns that the extension of the recovery MCO as announced by Senior Minister Datuk Seri Ismail Sabri on Saturday might affect the reopening of public schools nationwide on Jan 20.

As it will be the beginning of a new school year, parents would need time to buy new uniforms, shoes and books for their children in advance before classes begin.

NUTP secretary-general Harry Tan said teachers should keep calm and follow the directives from the Education Ministry.

“Let the Education Ministry make the decisions by looking at data and statistics.

“All of us must give our full support to the ministry to handle the pandemic. We as teachers are sticking to our core business – that is to provide the best holistic education to our students in a safe environment, ” he said.

National Parent Teacher Association (PIBGN) president Assoc Prof Datuk Dr Mohd Ali Hassan said that he foresees parents keeping their children at home in the red zones even when school reopens on Jan 20.

He, however, suggested that due to the high number of cases, only those sitting for public examinations are allowed to be physically present in schools.

“Students who will be sitting for public examinations this year such as the SPM and STPM should be allowed to attend school as usual as there is a need for them to have a face-to-face teaching and learning environment.

“There is a reason for this extension to March 31 and that is because the Covid-19 cases are high.

“The Education Ministry should also check on the preparedness of all schools before actually allowing children to go back to schools physically.

“Seeing this, many parents will worry about sending their children to school, which is what happened last year when parents decided to keep their children at home despite the reopening of schools.

“My suggestion is that as long as the vaccine has yet to be issued in the country, students who will not be sitting for public examinations this year should continue online classes.

“Also, one must remember that vaccines would not be given to students and teachers.

“Therefore, they must be among the first group of people to be vaccinated as they are also frontliners handling hundreds of thousands of schoolchildren, ” he said.

Dr Mohd Ali, who has five schoolgoing children, said he too would be cautious in sending his children to school when cases are still on the rise.

Last July, when schools reopened during the recovery MCO, the Education Ministry provided the option for parents to keep their children at home if they wanted to do so.

However, schools were forced to close again and resumed online learning in October when the number of cases rose.

Schools, educational institutions to reopen as scheduled in 2021 academic calendar, says Education Ministry

Saturday, January 2nd, 2021
PETALINAG JAYA,: All educational institutions across the country registered under the Education Ministry will reopen according to the 2021 academic calendar, says the ministry.

Private and international institutions that fall under the ministry will reopen according to their respective academic calendars, the ministry said in a statement Saturday (Jan 2).

“This involves all institutions in the country, even those in conditional movement control order areas.

“The operation of the institutions are subject to guidelines and SOPs set by authorities..

“The ministry will continuously monitor the operations of these institutions along with the National Security Council and the Health Ministry, ” it added.

Separately, in a circular dated Aug 14,2020, Education deputy director-general (school operations sector) Adzman Talib said schools will reopen on Jan 20 and end on Dec 9 for states that fall under category A, while states under category B will reopen on Jan 20 and close on Dec 10.

For more information on the academic calendar, see

Read more @

Education sector hard hit

Friday, January 1st, 2021
  Nufaiel Qaiesz, 10, learning through online classes from his home in Shah Alam last month. -NSTP/OSMAN ADNANNufaiel Qaiesz, 10, learning through online classes from his home in Shah Alam last month. -NSTP/OSMAN ADNAN

KUALA LUMPUR: The education system has been greatly affected by the Covid-19 pandemic and experts are urging more aggressive measures this new year to prevent a lost generation of students and undergraduates.

National Science, Technology, Engineering and Mathematics (STEM) Movement chairman Professor Datuk Dr Noraini Idris said measures, from the government to district education level, were crucial to hasten recovery in schools and higher educational institutions.

“We should have plans for this new year. We are facing challenges that have resulted in a complex situation for education.

“For a start, not all students at some 10,000 schools have good access to the Internet, an important component in virtual learning.

“Even with the Internet, some students in suburban and rural areas, as well as those from the Bottom 40 per cent group in urban areas, have limited access to devices for learning, such as laptops and smartphones.”

Noraini said district education offices should provide learning centres with facilities to help students and teachers.

Professor Datuk Dr Noraini Idris.Professor Datuk Dr Noraini Idris.

Pusat Kegiatan Guru, or Teachers’ Activity Centres, in districts could be revived for this purpose, she said.

“We have heard complaints about students without smartphones and they have to rely on their parents’ devices. Learning is disrupted as they can use the devices only after their parents return home from work.”

Noraini said virtual learning, while beneficial to a certain extent, could never replace the hands-on experience and peer-to-peer interaction in classrooms and laboratories.

To address this, she suggested allowing students to attend school once a week while adhering to new norms.

“For instance, Form Five students could be allowed to attend school on Monday, with the numbers spread out across the classrooms available.

“This would allow optimisation of school facilities, while ensuring only a small number of students in classrooms. Students from each form can take turns attending school on different days of the week.

“Some teachers I spoke to welcomed this idea and are willing to make it work.”

She said besides the teaching-and-learning process, the pandemic had disrupted the implementation of programmes, such as the STEM Mentor-Mentee programme, launched nationwide in 2015 in collaboration with local universities, and the STEM mini-theatre project with the Selangor government since last year.

Enrolment at tertiary education institutions had also been impacted following the delay in sitting public examinations, she said.

Early Childhood Care and Education Council founding president Datuk Dr Chiam Heng Keng said learning was interrupted with schools being affected by movement restrictions.

“There are many factors affecting the quality of online lessons. Firstly, teachers do not have the knowledge or skills and had to acquire them overnight.

“Secondly, not all teachers are IT-savvy. A few of them know of applications that can make lessons interesting and interactive, but some do not even know how to use Zoom (an online conference software).”

Thirdly, she said, some students and teachers might not have devices.

The fourth factor was that the Education Ministry was not prepared for the partial lockdowns, Chiam said.

As a result, this affected the school curriculum.

Chiam said education officers did not have the skills to prepare online lessons, and the materials they prepared might not be of high quality.

An example would be of students unable to hear everything their teacher said.

“Internet interference and instability are prevalent in urban areas, while some home environments may not be conducive for online lessons.”

Chiam said due to current circumstances, students learnt less, and this could lead to greater problems for them when they made their transitions from preschool to Year One, or from Year Six to Form One.

“Mental health is another problem.

“Studies show that some children are fearful of the virus, while others have insecurities due to their family’s financial problems and tensions at home due to cramped conditions.”

She said improvements must be made to help students in areas without a good Internet connection.

“In India, the Philippines, Bhutan and Vietnam, their teachers prepare the materials and deliver them to students.

“They also involve communities and use television to conduct lessons.”

Schools, educational institutions to open Jan 20, IPT March 1 — PM

Friday, January 1st, 2021

Tan Sri Muhyiddin Yassin

KUALA LUMPUR: All educational institutions under the Ministry of Education (MOE) will be opened on Jan 20 according to the scheduled academic calendar, said Prime Minister Tan Sri Muhyiddin Yassin.

For private and international educational institutions registered with the MOE, it is subject to their respective academic calendar in addition to following the standard operating procedures (SOP) set by the National Security Council (MKN).

The prime minister said for students of institutions of higher learning (IPT) in the peninsula, the Ministry of Higher Education (MOHE) allows local students to return to campus in phases as early as March 1.

“For IPT in Sabah and Sarawak, student admission is subject to the procedures adopted by the respective state governments,” he said when delivering his New Year message for 2021 aired on television channels last night.

Based on the previously announced School Term and School Holiday Calendar 2021, the start of the face-to-face school sessions on that date involves primary and secondary school students (Form 1, Form 4, Form 5 and Form 6) as well as all Vocational College students.

Form 2 and Form 3 students will start school sessions on the same date through home-based learning and return to school for face-to-face learning sessions on March 8, 2021.

On the Covid-19 vaccine, Muhyiddin once again gave a guarantee that it would be effective, safe and sufficient for at least 80 per cent of the people of this country and given for free.

He said the National Covid-19 Immunisation Plan would be implemented by the Ministry of Health (MOH) through three phases starting as early as Feb 2021.

The prime minister said he and the frontliners would be among the first to receive the vaccine to prove that it is safe and effective.

“High-risk groups such as the elderly and patients with non-communicable diseases (NCD) including heart disease, diabetes and chronic respiratory disease will also be given priority in receiving vaccine injections,” he said.

Muhyiddin said the National Pharmaceutical Regulatory Agency would still monitor the effectiveness and safety of the vaccine.

He also reminded that the vaccination programme is only a precautionary measure, however, the SOP set still needs to be adhered to at all times.

by Bernama.

Read more @

‘Include youth in conservation efforts’

Saturday, December 26th, 2020
Harvisanth Singh, a 14-year-old student received Bronze Award of the Duke of Edinburgh’s International Award this year 2020. - Picture courtesy of Monica Chin.Harvisanth Singh, a 14-year-old student received Bronze Award of the Duke of Edinburgh’s International Award this year 2020. – Picture courtesy of Monica Chin.

KOTA KINABALU: The younger generation must be included in conservation efforts, said Ara Dinawan Research Education Conservation Centre (ADRECC) Education and Conservation director Monica Chin.

She said despite global goals urging greater conservation efforts, only 3 per cent of the world’s oceans are protected.

“There is still overfishing, and ecosystem degradation jeopardises food security, and sea-level rise endangers the well-being of coastal communities.

“Thus, tapping into the young population of around 1.8 billion people worldwide, and their energy and potential for innovation and creativity, is extremely timely,” said Chin, who is also Co-Founder of Blu Hope.

She said young people remain one of the largest untapped resources in advancing the global marine conservation agenda, which includes creating a circular economy for stakeholders to live sustainably while saving nature.

Meanwhile, Chin said she is also proud of her 14-year-old son, Harvisanth Singh, who recently received the Bronze Award of the Duke of Edinburgh’s International Award this year.

Such awards have been recognised in over 130 countries across the world under The Duke of Edinburgh’s International Award Foundation.

The teen’s mentor, Beh Zeng Kang, said Harvisanth’s keen interest in environmental and plastic pollution issues, specifically marine life and ecosystems, has allowed him to witness the huge potential of young people in conservation and sustainable development in Sabah.

“It has shown the importance of engaging youth, not only as participants and collaborators, but also as genuine strategic partners.

“By engaging youth around coastal and rural communities, we can also bring people together, fostering good citizenship, peace and pride, and ultimately, building communities of optimism and hope.

“This is exactly what marine conservation and our world needs,” said Beh, who is also Gold Award Leader.

by Olivia Miwil .

Read more @

Overcome online, face to face education differences calmly

Monday, December 7th, 2020
Online education has actually been introduced a decade ago. It is an organization of learning processes in which students and lecturers are separated by different locations without time boundaries through virtual technology. - NSTP/AIZUDDIN SAADOnline education has actually been introduced a decade ago. It is an organization of learning processes in which students and lecturers are separated by different locations without time boundaries through virtual technology. – NSTP/AIZUDDIN SAAD

LETTERS: Higher education is one of the most affected institutions due to Covid-19. The whole campus and university have been instructed to postpone the attendance and face-to-face lecture.

However, the postponement of face-to-face class has never affected the learning process at the tertiary level. In an instant, all learning and lecturing processes have been done digitally and through online.

Online education has actually been introduced a decade ago. It is an organization of learning processes in which students and lecturers are separated by different locations without time boundaries through virtual technology.

The advantage of this learning method is that the learning sessions can be repeated and internalised from home or anywhere else depending on the comfort of the students. There was a study that proves the success of online education being equivalent to learning in the classroom through the use of technology comprehensively and effectively for a two-way interaction between student and lecturer.

The use of internet technology for higher education in Malaysia is not an odd thing. For example, in Universiti Teknologi MARA (UiTM), the online education methods has much as 30 per cent since 2010.

Various learning platforms such as Moodle and Google Classroom have been activated, but UiTM also has its own platforms such as i-learn and u-future. Faced with this health crisis, UiTM is willing to take full advantage of the method of online education.

This means that Covid-19 pandemic is the main driving factor that influences most universities in Malaysia to benefit the use of online technology. Higher education is not merely subject to the curriculum syllabus.

Other than the learning process, various seminars, courses and training also take full advantage of online technology. Student associations are also actively conducting activities that sharpen the skills and leadership by making full use of internet technology.

The same goes for international student mobility and the globalization of education. The Covid-19 outbreak did not stop UiTM, especially the Faculty of Chemical Engineering (FKK) from staying proactive to establish more bilateral cooperation with foreign universities including Indonesia, China, United Kingdom, Germany and Australia through Memorandum of Understanding (MOU) and Memorandum of Agreement ( MOA) which are conducted online to highlight internationalization activities.

In this pandemic situation, FKK has targeted international networking activities by carrying out as much virtual cooperation as possible which not only saves money but also time. Diponegoro University, Syiah Kuala University, Sebelas Maret University dan Semarang State University from Indonesia have partnered with FKK in a student exchange program.

A total of 23 students from Indonesia and 18 students from FKK have been involved in this program for the year 2020. FKK has also involved the lecturers to provide virtual lectures to these universities.

In addition, the collaboration of research supervision involves multiples universities such as Hochschule Hannover (Germany), Semarang State University, 11 Maret University, Syiah Kuala Acheh University, Diponegoro University (Indonesia), Imperial College London, University of Leeds (United Kingdom) and Nanjing Forestry University (China) is intensified and enhanced through online means.

FKK wants to ensure that the exposure of students and researchers at the international level continues to put UiTM, especially FKK at the global level. UiTM, especially FKK remains active in implementing internationalization programs, student mobility and online learning despite being constrained by the Covid-19 pandemic.

Although there are major differences to learning and research activities done through physical and face-to-face methods, however, the challenges faced should be calmly and positively overcome.

Undoubtedly, we lived in the new norm patiently in the era of health crises that will be in the history boo

k and as reference to future generations.

Dr Siti Noor Suzila Maqsood Ul Haque

Senior Lecturer, Faculty of Chemical Engineering, UiTM

by Norhasyimi Rahmat.

Read more @

Formula for school maintenance allocation distribution, says Radzi

Wednesday, November 25th, 2020
KUALA LUMPUR: The school maintenance allocation under Budget 2021 will be distributed according to a formula based on the number of schools as well as the category such as government school or government-aided school.

Senior Education Minister Dr Radzi Jidin said the formula is to ensure more a comprehensive distribution of the RM620 million allocation specially for maintenance of schools under the Ministry of Education (MOE) nationwide.

“During an engagement session with the Finance Ministry, MOE has sought to be given the responsibility to determine the distribution of maintenance allocation for schools and educational institutions under MOE.

“This is to ensure the distribution is carried out more comprehensively by taking into consideration the number and type of school,” he said when winding up the debate on the 2021 Supply Bill at Dewan Rakyat yesterday.

He said to date, there are 10,223 schools under MOE comprising 8,293 government schools and 1,930 government-aided schools.

The types of schools for the two categories cover Sekolah Kebangsaan (SK); Sekolah Menengah Kebangsaan (SMK); Sekolah Jenis Kebangsaan Cina (SJKC); Sekolah Jenis Kebangsaan Tamil (SJKT); Missionary Schools; Conforming Schools (Sekolah Menengah Jenis Kebangsaan); and Government-Aided Religious School (Sekolah Agama Bantuan Kerajaan).

In this regard, Radzi said under the formula, the ceiling allocation for the types of schools are RM477.48 million for SK and SMK government schools including residential school and vocational colleges while government-aided SK and SMK schools get RM1.2 million.

“Government and government-aided SJKC are allocated RM74.07 million; government and government aided SJKT, RM29.98 million; as well as government and government-assisted missionary schools RM20.94 million,” he said.

“Apart from that, government and government-assisted Conforming Schools will receive RM4.11 million and government-aided religious schools RM12.23 million,” he said.

Meanwhile, when replying to an interjection by Teo Nie Ching (PH-Kulai) on the reopening of kindergartens in Johor and Melaka after the Conditional Movement Control Order had been lifted, Radzi said the matter is being studied.

“Kindergartens should still be closed, that is why I have to check the information given by the Honourable Member from Kulai, he said.

by Bernama.

Read more @

Budget 2021 vital to continuity of education system

Monday, November 23rd, 2020
KUALA LUMPUR: Budget 2021 is vital to the education sector so that all the planning and direction of the Ministry of Education (MOE) for next year will not be affected.

Under the budget, the education sector continues to receive the largest allocation of RM50.4 billion or 15.6 per cent of the total government expenditure, which includes aspects of student health in schools, infrastructure repair, learning facilities and the empowerment of the Technical Education and Vocational Training (TVET) and special education.

National Union of Teaching Profession (NUTP) president Aminuddin Awang said that if Budget 2021 was not approved, it would disrupt the continuity and momentum of the country’s education system.

“We are worried that all the processes, especially the planned improvement and maintenance of schools, will not be implemented according to schedule. Not only that, it will also affect low-income families from the B40 group, such as through the Supplementary Food Programme (RMT), which involves many students from that group,” he told Bernama.

Malaysian Muslim Teachers’ Association (i-Guru) president Mohd Azizee Hasan felt the same, saying that rejecting the budget would affect the teaching and learning process (PdP) online.

He said this was because Budget 2021, among others, focused on increasing Internet access through the National Digital Infrastructure Plan (Jendela) initiative, which aims to ensure connectivity of a total of 430 schools nationwide, and the RM1.5 billion Jaringan Prihatin, which will benefit eight million from the B40 group.

“This assistance will reduce their financial burden in obtaining Internet facilities. They will each receive RM180 to be used for Internet subscription expenses or to cover part of the cost of purchasing a new mobile phone,’ he said.

These initiatives will, thus, increase Internet access as well as ensure students do not miss out on the learning process.

A similar view was expressed by Malaysian Sign Language and Deaf Studies Association (MyBIM) deputy president Amir Hamidi Abd Manan, who described the failure to continue with Budget 2021 would have a big impact on the special education sector.

“The RM45 million allocation is a huge amount for the special education sector. Without it, the ministry will have difficulty in carrying out special education empowerment work as scheduled,” he said.

According to him, there were various plans which could be improved to strengthen the special education sector, such as further raising the skills of Malaysian Sign Language (BIM) among special education teachers, bridging the digital divide and improving TV Pendidikan with the services of certified BIM interpreters.

Meanwhile, National Association of Skilled Workers (PKPB) secretary-general Mohammad Rizan Hassan said rejecting Budget 2021 would affect the process of producing skilled manpower for the country’s industrial needs as public and private training providers would not be able to spend.

He said the industry needed skilled manpower urgently and failure to empower the TVET would cause industries to think many times about continuing their operations in this country.

“Currently, many public and private training providers are implementing the National Economic Recovery Plan (PENJANA) initiative through the Human Resources Development Fund (HRDF) and Social Security Organisation (Socso), which fully rely on government funds for training in skills development as well as employment opportunities for the affected people, including youths.

“In fact, Budget 2021 also allocates up to RM6 billion for TVET across many ministries, such as the National Dual Training System (SLDN), National Apprenticeship Scheme (SPN) and Skills Development and Fund Corporation (PTPK), which is believed to be able to attract youths,” he said.

by Bernama.

Read more @

We must inculcate ideal driving behaviour through policies, education

Saturday, November 21st, 2020
How drivers respond to a situation affects the movement of their vehicles. - NSTP file picHow drivers respond to a situation affects the movement of their vehicles. – NSTP file pic

BASED on studies from as early as the 1970s, drivers play important roles in road transport safety and efficiency.

Based on the models developed by the Malaysian Institute of Road Safety Research (Miros) in predicting road fatalities in Malaysia, it is expected that the number of fatalities will increase to 10,716 this year. Last year, there were 6,167 road accident deaths, with 64 per cent of fatalities involving motorcyclists and pillion riders, according to reports.

According to a study by Universiti Kebangsaan Malaysia, most respondents in Selangor agree that they have driving behaviour that involve improper overtaking, tail-gating and disobeying traffic lights.

Efforts and interventions to address this have been introduced, but unfortunately,nurturing good driving behaviour and attitudes have not been receiving the attention it deserves. How drivers respond to a situation affects the movement of their vehicles.

Their reactions are based on their attitudes, decisions, habits and spontaneity. Their reactions are also affected by internal and external factors, such as intentions, conscience and mental state, which could be affected by substances such as drugs and alcohol.

It is crucial to tackle bad driving behaviour because bad drivers can cause accidents, traffic congestion, road rage, higher fuel consumption and higher production of exhaust gases.

Unfortunately, no technology can mitigate bad driving behaviour. Studies have proven that drivers who practise ideal driving behaviour reduce road risks, cut fuel use (five to 20 per cent), mitigate pollutants,improve traffic congestion and prevent road rage.

Thus, it is essential to establish a standard for ideal driving behaviour. The criteria for ideal driving behaviour should be based on safety, efficiency and convenience, which will benefit drivers, passengers, road users and the environment.

A code of ethics must be developed and enforced so that ideal driving behaviour can be nurtured.

It should cover discipline and courtesy towards other road users, such as eco-driving style, safe driving, avoiding distractions, parking ethics, emotions management, planning routes and vehicle maintenance.

When a driver has high awareness, sharp skills and measure their practices, an ideal driving behaviour can be achieved. To achieve this goal, changes must be made in policies and education.

Measures have been suggested based on scientific findings and many countries that have adapted them have seen positive results. With the alarming number of fatalities linked to driving under the influence of drugs or alcohol, it justifies the need for a driving code of ethics.

Once everybody is aware about this code of ethics, nurturing an ideal driving behaviour in the young will come naturally. To implement the new code of ethics effectively, education programmes must embrace social media and use the power of information technology to reach every road user.

To ensure ideal driving behaviour becomes a reality, the responsibility must be shared. The relevant ministries must work with state and local governments, while vehicle manufacturers and distributors should contribute by providing training modules and awareness programmes to customers.

Educational institutions should play a role by including the ideal driving behaviour in their curriculum.

Last but not least, parents, who are role models for their children, must be the best example to the young ones by always practising safety measures like using a child car seat, seat belts, safety helmets, as well as respecting traffic lights, speed limits and the environment.

Even though ideal driving behaviour may seem difficult to achieve for Malaysian road users, it is still possible if everyone in related sectors work hand-in-hand towards that ultimate goal.

By Dr Mohd Azman Abas.

Read more @

NUTP urges MoE to review instructions for completing PdPR report

Friday, November 20th, 2020
NUTP has asked the Education Ministry (MoE) to review the policy for teaching and learning at home (PdPR) report due to the different struggles that both the teacher and student face during this pandemic. - NSTP/GHAZALI KORI.

NUTP has asked the Education Ministry (MoE) to review the policy for teaching and learning at home (PdPR) report due to the different struggles that both the teacher and student face during this pandemic. – NSTP/GHAZALI KORI.

KUALA LUMPUR The National Union of The Teaching Profession (NUTP) has asked the Education Ministry (MoE) to review the policy for teaching and learning at home (PdPR) report due to the different struggles that both the teacher and student face during this pandemic.

In a statement, the NUTP said teachers are required to complete the PdPR report on a daily basis using the links provided from Nov 17 until Dec 17 based on the notification letter issued by the MoE.

NUTP secretary general, Assocciate Lt. Col. Harry Tan Huat Hock said although the union was not completely against the directive, it urged for it to be reviewed due to problems faced by both teacher and student while they are going about the teaching and learning process at home.

“On Nov 18, we took an initiative and approached teachers to give their opinions and comments on the issue.

“One of the key points that were discussed based on feedback from teachers is that the MoE should focus on the main issues: internet accessibility, ability to purchase internet data and types of devices used.

“Teachers should be given the freedom to implement the PdPR because there is ample time for students to complete their daily homework. This is something which is not subjected to any 8am to 5pm regulation.

Tan said teachers are willing to receive their student’s homework at night as they understand the hardship that they have to go through.

“One of the difficulties that the teacher has to go through is when students are unable to submit their homework based on their deadline, which will hold up the reports that are needed to be submitted by the teachers.

“For example, there are students asking for permission if they can submit their homework at night due the father having to work and the unavailability of the mother, who needs to be at the clinic for dialysis.”

Tan added that overlapping reporting is not practical as teachers have to provide their reports to the school and fill out their online reporting.

“Our suggestion is for MoE to get the reports from the respective schools. The teachers have to fill in as many as 12 pages and the same thing needs to be filled in every day. It is burdensome to teachers who have a lot of classes on that day.

“The options in the reporting menu are also limited and confusing to teachers. They only fill in the report to meet the conditions which are far from what the actual target set by the MoE.”

He added that the NUTP urged Senior Education Minister Dr Radzi Jidin to look through all the necessities for the implementation of PdPR in the current education system.

By Irfan Izzuddin.

Read more @