Archive for March, 2018

Winning solution for future employment

Wednesday, March 28th, 2018
Adrina and Woon promoting WeCruited on campus.

Employers are in constant need of talent, but the hiring process is costly and time-consuming.

With interviews, there are layers of approvals, mounds of paperwork as well as negotiations, so opting for temporary or part-time hires has become a more ideal option. Combined with a volatile economy over the last few years that has led to the rise of layoffs and voluntary separation schemes, temporary employment provides organisations with greater flexibility in hiring only when absolutely necessary.

The availability of part-time positions addresses the challenges that students face in seeking industry experiences beyond traditional internships prior to graduation. Such opportunities may be the key to the decline in graduates who are well equipped to meet industry demands.

These are among considerations during a conversation at a class pizza party, which brought two millennial minds together with the hope of changing the future of employment.

Diana Woon Jia Hui (left) and Adrina Adam, founders of WeCruited

Diana Woon Jia Hui and Adrina Adam of the Southern New Hampshire University (SNHU) degree programme at INTI International College Subang recognise these needs and established WeCruited — a platform that enables students to discover their passion while aiding employers to source and hire quality talent at competitive costs.

The brain child of Woon, WeCruited stemmed from a 2016 business pitch challenge in which she participated. It aimed to provide students with part-time event-related job experiences. This expanded into securing part-time internships, full-time internships and mentorship programmes online after a surge of demand came from employers and students.

“As college students, we saw an opportunity to help fellow students gain industry experiences by working part-time in relevant fields while studying.

“Beyond the perks of earning side income, students are able to understand industry needs and learn a variety of work cultures before graduating.

“Our vision is to normalise the idea of part-time internships. We hope to kick-start a culture of working college students who are well equipped (with relevant skills) by the time they enter the workplace as full-time employees,” said Adrina, who is completing her final semester in a Business Studies degree programme.

Through their own efforts, the duo have collaborated with over 50 employers from small- and medium-sized enterprises to start-up companies and connected them with over 150 students, keen to take on any available part-time jobs. These part-time jobs usually involve a 15 to 20 hour working arrangement per week, customisable according to the employer’s needs over a three-month period.

Woon sharing the story behind WeCruited.

In seven months, these young entrepreneurs have secured 15 internship positions (both part-time and full-time) and are hiring for companies, such as SupplyBunny and Offpeak. They managed to bring onboard mentors from prominent companies, such as WeWork and Airbnb, to assist students in their professional development, networking and soft-skills development.

“We are excited for the future of WeCruited and hope to expand our business to connect employers and graduates for full-time opportunities. At present, we are focusing efforts towards connecting university and college students to employers for part-time internships. These opportunities allow students to discover their passion earlier, regardless whether they are on semester break or still studying.

“Employers are able to hire quality talent as WeCruited handles the sourcing of candidates, filtering of resumes based on requirements provided and scheduling of interview sessions.

“All this, and we charge only a one-off payment based upon successful hiring. We believe our services will bring value to employers and help students explore their talents, potential and develop new skills along the way,” said Woon, who is in her third year of the same programme as Adrina.


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Lights out as KK joins Earth Hour

Sunday, March 25th, 2018

Kota Kinabalu: It was lights out on the streets in the city as people from various backgrounds, including tourists, rallied in support of Earth Hour 2018 held here on Saturday.

Lights in buildings owned by City Hall were also switched off for an hour from 8.30pm in support of the fight against climate change.

The Earth Hour, which was also celebrated by countries across the globe, was organised by City Hall in collaboration with the Environment Action Committee Kota Kinabalu, WWF Malaysia and Hyatt Regency Kinabalu, with support from various other agencies.

“A clean environment is important to ensure the welfare of our community is maintained,” said Minister in the Chief Minister’s Department Datuk Edward Yong Oui Fah, who is also Minister in charge of City Hall, when launching the event. Also present was Mayor Datuk Yeo Boon Hai.

Yong said pollution, indiscriminate forest clearing and climate change would result in an imbalance in the environment and ecosystem. “This in turn will cause numerous natural disasters such as floods, landslides and dry spells, among others.”

Therefore, Yong said, it is important to ensure infrastructure development goes hand in hand with environment protection.

Meanwhile, a total of 200 people, including the Mayor himself, took part in the “Earth Hour Bike Ride 2018″, which was among various activities held in conjunction with the event.

by Sherell Jeffrey

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TVET, the way forward

Sunday, March 25th, 2018
Fajura (second from right) says there is no age limit for those interested in joining Limkokwing TVET International as there is no barrier to lifelong learning.

Fajura (second from right) says there is no age limit for those interested in joining Limkokwing TVET International as there is no barrier to lifelong learning.

CRUCIAL emphasis is placed on the importance of technical and vocational education and training (TVET) and its role in equipping young Malaysians for the fourth industrial revolution.

The Government has also frequently conveyed its aspirations of producing highly skilled Malaysians who can contribute to its aim of positioning the country among the top 20 nations by 2050.

In line with this, Limkokwing University of Creative Technology has launched the Limkokwing TVET International, an initiative by the university to spearhead TVET education and training.

“The TVET (landscape) is huge. “We need to change the mindset of Malaysians who think only students who do not pass or do well in school sign up for it.

Fajura said courses will begin on April 15, and the varsity expects a minimum of 15 students per course.

There is no age limit for those interested in joining Limkokwing TVET International as there is no barrier to lifelong learning, she added.

Some of the objectives behind the initiative include educating people on the kind of opportunities that are available when one is skilled in areas they did not expect would be available to them.

In addition, the Limkokwing TVET International is a platform for working adults to gain professional recognition in order to progress in their careers.

Acknowledging the potential the country has, Fajura said Limkokwing TVET International also aims to make Malaysia the hub of skilled resource.

The programme has at least 450 modules and is open to the public, both Malaysians and non-Malaysians.

Fajura said the courses are flexible as there are short and long courses.

The former runs between one day to a month, while the latter runs between six months to one-and-a-half years.

Limkokwing University of Creative Technology Industry Empowerment senior vice president Datuk Raja Aznil Raja Hisham said the university does not aim to produce mere job seekers but job creators.

The university is a strategic partner with the Human Resource Ministry to develop structured courses and nurturing existing programmes, Fajura said.

By the end of the course, students will be assessed by the university through examinations and projects.

Assessments will also be carried out by industry partners, where students will be evaluated through their work portfolio.

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More than facilitators of learning

Sunday, March 25th, 2018
Schools have qualified counsellors who identify students with problems and provide them with the advice and guidance they need.

Schools have qualified counsellors who identify students with problems and provide them with the advice and guidance they need.

Teachers themselves will admit that in the eyes of their students, especially the younger ones, their roles are pretty important and in certain situations even more significant than their parents.

ALTHOUGH our teaching contexts or settings are not similar, whenever we hear news of something major that has happened involving any student or teacher, it impacts us all in some way.

In different ways and in varying degrees, we are all affected when we hear of school-related incidents that result in teachers or students choosing to end their own lives.

Even when we are so far removed from the event and even when considerable time has passed, there remains an uneasy feeling that we can’t shake off.

We remember hearing other stories, knowing other incidents and whisper little things about them to each other or to ourselves.

One question lingers in the air, however, even when everything is over, when the jury whether real or imagined, has made its decisions and “guilty” verdicts have been proclaimed.

“Whose fault is it?” We have often heard that question in other contexts. It is a rhetorical question, which is spoken aloud sometimes when nobody knows the answer, when there are too many answers or when the answer is too terrifying to be voiced.

There were similar incidents in the past that may have happened to our own students or young people we know.

We recall the ones who chose to end their lives because they felt they had failed to live up to the standards expected of them, for examination failures, for a broken relationship, for heartbreaks or disappointments that loomed so large and were so black that any light of reasoning or chances of viewing things from the right perspectives were blocked out.

Routine of school life

Perhaps these were from a class we didn’t teach, perhaps they were not the ones whose names rang out during prize-giving ceremonies. Perhaps they were not on the discipline master’s list, infamous for their discipline records nor the ones who were constantly hauled up for misconduct.

Rather they were the ones we labelled “average”, somewhere in the middle, whose faces blended into the mass of blue, white or green uniforms during school assemblies.

They were part of the line that marched in single file to their classrooms, their voices part of a chorus that chanted “Selamat Pagi Cikgu” (Good Morning Teacher) each morning.

These were the ones in our schools, sometimes even in our classrooms, that we often passed without thinking about their family backgrounds, what went on in their lives or inside their heads. And even if we did stop for a moment to think about this, we would probably settle on an answer pointing towards a “probably no better or no worse than the others.”

Could any of these children come from seriously dysfunctional homes, could there be among those blue, grey, green uniforms someone who is subjected to daily abuse?

Could any of them be exploited or deprived of their basic rights in some way? The possibility hangs like a vagrant cloud, over the entire student population.

But then again, there may be nothing perceptible, nothing at all to indicate whatever horrors that may lie beneath the surface of the outward normalcy, the everyday routine of school-life.

Besides, we do have counselling programmes in our schools with counsellors who are qualified for the task of identifying students with problems and providing them with the advice and guidance they need.

Our school counselling rooms are open to any student who needs to be heard. There are specially organised programmes to address a range of growing-up problems, individual and group counselling sessions, talks, seminars and follow-up with relevant organisations if necessary.

The heart of education

We have also our class teachers who have more accessibility to information on the backgrounds of students in their own classes and more opportunities to meet the parents or guardians of their students if necessary. Still, in the midst of so many school-related duties that they have been assigned, it is often an uphill task to constantly have more than cursory contact or keep track of the performances and behaviour of every student in their class.

Maybe we can’t all always have a deeper knowledge about the students we teach. With all the teaching duties and deadlines that preoccupy us, there is not enough time in the world to know every student we teach, listen to their problems or what they dream about.

But teachers themselves will admit that in the eyes of their students, especially the younger ones, their roles are pretty important and in certain situations even more significant than parents.

Those of us who are parents ourselves may know how futile it is to argue with a younger child when the argument opens with, “But my teacher said…”

And yet we often do not have the time to reflect on how significantly important our roles are in the lives of these, our students.

Our focus on being the facilitators of learning and the ones who progress and implement the curriculum often deflects us from the truth that at the very heart of education is the child himself, a person with potential, vulnerabilities, and naiveté with the need for security and to be considered important as a person.

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Dealing with bullying the right way

Sunday, March 25th, 2018
The students and teachers of SK Kota Dalam in Johor pledge to prevent bullying in their school. Find out how to join them by going on to

The students and teachers of SK Kota Dalam in Johor pledge to prevent bullying in their school. Find out how to join them by going on to

When handling bullying situations, there are some basic dos and don’ts everybody needs to know.

WHILE it’s the community’s responsibility to step in when witnessing a bully intimidating a victim, to blunder in could make everything worse.

Bullying situations can get highly emotional – and that means victims, bystanders, teachers and parents alike need to know how to handle it with sensitivity and tact.

Unicef recommends the following steps to successfully diffuse bullying situations:

If you’re the one being bullied, tell the bully to stop and walk away. Remember, you are not doing anything wrong – you have the right to feel safe and secure at all times.

Tell a trusted adult. This can be anyone you feel comfortable talking to. If talking face to face is difficult for you, you can also write down what happened and pass it to that adult. Even if you believe you have successfully dealt with it on your own, make sure an adult is aware. They have the power to permanently end the bullying, but they first need to be aware that the bullying exists.

If you’re a bystander, speak up. Tell an adult or teacher. Remember, reporting a bully is the right thing to do, even if the bully is your friend. The bully might be having personal issues of his or her own, and reporting the incident could result in your friend getting the help he or she needs, as well as ending the aggression.


Listen and try to get the whole story out of the student, but don’t interrogate him or her. The student shouldn’t end up feeling attacked – it already took a great deal of courage to report the situation.

Make sure the victim/whistleblower understands that the school is on their side, and will take appropriate action.

When addressing the bully, avoid being overly negative and blaming them for their actions. Rather, try to focus on the bully’s positive characteristics – bullies sometimes act out as a result of emotional hurt. Reinforcing their positive characteristics can help to alleviate their pain and help them refocus onto something positive.

However, a severe case means teachers must firmly reinforce the school’s policy on bully prevention, in order to protect the victim. While teachers should be kind, bullies must still learn that their actions have consequences.


It requires a lot of courage for a child to tell you he or she has been bullied, so don’t demand to know why they didn’t defend themselves, or encourage them to physically fight back.

Instead, discuss ways they can respond, like walking away, using humour to discourage the bully, or taking firm action and saying “Stop that.”

Try not to interrogate your child about the incident. Instead, listen actively and assure your child that it’s the bully who is at fault, not your child. Don’t tell them not to worry, because it can seem dismissive and discourage your child from confiding in you aagain.

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Parental involvement, vital part of learning

Sunday, March 25th, 2018
Students benefit in many ways with parental involvement in schools.

Students benefit in many ways with parental involvement in schools.

HOW can you help improve your child’s experience in school?

Previously parents would be expected to take part in some activities.

These included the child’s registration day, report card day, performance target setting day, prize giving day and the annual parent–teacher association meeting.

“In the Ministry of Education (MoE), we believe that parental involvement is an essential part of a successful learning system.

“So we feel the urgent need to encourage this involvement by introducing the initiative, which is ‘Increasing Parental and Community Involvement in School Ecosystem’ as a priority in the Malaysia Education Blueprint (MEB) 2013-2025.

“Numerous studies have identified parent engagement as a critical factor affecting the success of individual students and the school environment itself,” said Education director-general Datuk Dr Amin Senin.

He said many may not realise that high rates of student success are generally the result of three groups collaborating to provide the best opportunities for the future which are teachers, parents and the community.

“Schools, parents, and the community can work together to promote the wellbeing and learning of all students,” he said.

These partnerships can result in sharing and maximising resources, he said, adding that they help children and youth develop healthy behaviours.

This initiative, Dr Amin added, is designed to have a two-pronged approach, which are to increase parental awareness on benefits of their involvement in schools and to increase the quality of parental involvement in school.

“In measuring the effectiveness of intervention, the ministry monitors two key area which have direct parental involvement. These are the parent’s attendance in six key school activities and voluntary parental participation in school.

“For 2017, the MOE has successfully achieved the target set, which is to have 94% of schools to meet the minimum 65% of parental attendance in key school activities and another 82% of schools managed to achieve more than 25% of voluntary parental participation,” he said.

There is a high correlation between family and community partnerships and student achievement, he added.

Parental involvement at school is also linked to greater participation in the community.

“However, partnerships between parents, community groups and schools need to be real partnerships. “Schools that engage parents and the community help build and sustain confidence and support,” he said. Respect and trust are built when parents and members of the community are invited into the school.

“Each school is a rich community resource with assets that include its facilities, equipment and materials, entertainment (sporting or artistic events), human resources (both the staff and the students), programmes for students, and courses for the broader community,” said PADU executive director for System Structure Dr Noorliza Zakuan.

PADU is a delivery unit supporting the ministry in implementing the MEB at schools.

In supporting the initiative, the MOE has been promoting the importance of parental involvement in schools through numerous mediums.

Parents are shown that children’s education is a form of investment and to inform them that parental support is not limited to material or financial aspect but can also be in the form of continuous support and time.

Another improvement that has been developed is the update in “Sarana Ibu Bapa” which aims to provide parents with parenting skills to effectively coach their children as partners in the ministry.

Finally, the ministry has also produced guidelines for parents as classroom volunteers which allows them to be teaching assistants in the classroom.

This will significantly help in reducing teachers’ burden as well as making parents more involved in their child’s education.

Parents’ initiatives

Throughout the years, the initiative can not only be measured by the attendance of parents, but more to the qualitative and measuring the impact of parental involvement.

For example, in SJK (C) Lai Meng, parents took the initiative to conduct storytelling sessions in promoting moral values and character growth while in SMK Rawang, parents started a football team in the school to reduce disciplinary cases by giving the students activities to do after school hours.

The students now see the volunteer parents as friends and role models who they can share problems and issues with.

Parental involvement in the school ecosystem is vital in promoting an education transformation. By having an active parental role in education, the entire education ecosystem can benefit from parents to teachers and especially to students.

The success of many initiatives in the MEB remain dependent on the level of engagement of parents.

If these many initiatives are bricks to build a mansion that is a transformed education system, then parental engagement would be the mortar which holds the bricks together.

The advantages of collaborative approaches work in two ways.

The school benefits as do families and the community agencies, institutions and other groups. The capacity of the community to understand and serve the needs of students and their families increases as a result of engagement in the school.

Similarly, awareness of and access to services for children and families are increased.

As parent coordinator for the classical Indian class in SJK (T) Kajang, Ambulagi Venugopal said: “You will only realise your child’s fullest potential when you are involved all the way.”

“By volunteering at school, you are helping your children. Because if it’s not us, who else?” she said.

Benefits to students, parents & schools

 It is easier for children to learn when they get encouragement from home;

 They will do better and achieve more when their parents are involved;

 Pupils’ concerns can be sorted out more quickly when their parents have a positive relationship with school staff;

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Keeping kids safe

Sunday, March 25th, 2018

Educators explain how preschoolers can be taught vital fire safety information that can make a big difference in case of an emergency.

“SCREAM fire!”

“Spray water!”

“Stop, drop and roll!”

These were some of the responses from preschoolers aged between three to six at the UCSI Child Development Centre during a recent fire drill.

Held thrice annually, the fire drill is one of the efforts the centre takes in raising awareness among the young on the do’s and don’ts in case a fire breaks out.

A number of tragic accidents caused by fire of late has gripped the nation; from the fire in Tahfiz Darul Quran Ittifaqiyah in Kampung Datuk Keramat, Kuala Lumpur, last September that killed 23 students and teachers, to the fire that broke out in SK Sentosa, Tawau in February.

Acknowledging this, the centre aims to develop and produce quick thinking students who know how to react in such situations, says its manager Pang Yin Ling.

For her, education is key in raising awareness.

A firefighter from the Cheras Fire and Rescue station demonstrates how to use a fire extinguisher to the pupils.

A firefighter from the Cheras Fire and Rescue station demonstrates how to use a fire extinguisher to the pupils.

“We teach them the basic emergency numbers they should know by heart and steps they must follow to ensure their safety, based on tips and advice given by the Fire and Rescue Department.

“A child has a very short attention span, it is likely that they will forget what they have learnt at the beginning of the year.

“Therefore, my teachers and I make it a point to educate them over a period of time,” she adds.

Pang says the Fire and Rescue Department, and the centre inculcate fun learning into their activities with the pupils as a means of engaging with them; younger pupils also learn faster via play.

With each lesson, pupils are effectively able to demonstrate methods of escaping, she shares.

While the centre runs its own fire drill sessions and talks, Pang feels it is also important to have professional firefighters over to demonstrate.

Helping kids to be fire ready

Cheras Fire and Rescue Station chief officer Mohd Khairul Azmi Jaafar agreed with Pang, stating firefighters are ready to assist.

“The Fire and Rescue Department has established a club called Kelab 3K (Kelab Keselamatan Kebakaran Kanak-Kanak), which focuses on child care centres, through its fire safety modules and exercises.

“Once a child care centre is registered with Kelab 3K under a Fire and Rescue station within its area, we have their records and closely monitor which centres conducts fire drills and other programmes.

A firefighter from Cheras Fire and Rescue Station helps a child from UCSI Child Development Centre to hose down a fire during a fire safety demonstration by the firefighters.

Firefighters from Cheras Fire and Rescue Station douse a fire under the watchful eyes of the children from UCSI Child Development Centre, during a fire drill and safety demonstration.

“This way, we can supervise and are able to call up the centres which do not practise drills regularly,” he adds.

The aim behind Kelab 3K is to inculcate a basic understanding and knowledge of fire safety for schoolchildren.

Mohd Khairul says a common misconception that occurs is society placing full responsibility on the Fire and Rescue Department to raise awareness.

Fire has no friend or foe, he stresses.

“The responsibility to educate the young falls on society as a whole.

“In our campaigns, we emphasise one fire extinguisher for one home.

“Besides being an active fire protection device, placing it in homes will also attract a child’s curiosity.

“As they start asking questions, we educate them and it subsequently creates a cycle,” he shares.

A child from UCSI Child Development Centre covers his nose and mouth as he crawls away from a “fire” during a fire safety demonstration.

A child from UCSI Child Development Centre covers his nose and mouth as he crawls away from a “fire” during a fire safety demonstration.

UCSI Child Development Centre head of academic affairs and child psychologist Dr Chiah Wan Yeng states that fire drills conditions a child on how to deal with an emergency.

“Classical conditioning is a learning technique that can be applied to train children in dealing with emergency situations.

“It is one of the most constructive methods because by conditioning them to such situations, children learn how to respond following a stimulus.

“In a fire break out, the alarm is the important stimuli and the response that follows this stimulus will be the key to their survival.

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Equipping students with essential skills

Sunday, March 25th, 2018

THIRD year students from Cyberjaya University College of Medical Sciences’ (CUCMS) Faculty of Pharmacy organised a community outreach programme known as Karnival Mesra Ubat (KaMU) in Kampung Batu 13, Kajang, Selangor earlier this month.

It was organised together with CUCMS’ Pharmacy Student Society (CUPSS) in collaboration with the Kampung Batu 13 New Village Development and Security Committee (JKKK), Kampung Sungai Jernih JKKK and the Malaysian Pharmacy Students’ Association (MyPSA).

The programme which involved 104 students and 11 lecturers, saw the sharing of knowledge by pharmacy students with the local community on various aspects of health.

This included the proper management of medicine handling as well as giving the opportunity for the students to forge closer ties with the local communities whom they will serve when they enter the profession in the future.

Faculty of Pharmacy deputy dean of Student Affairs Shairyzah Ahmad Hisham said: “CUCMS strongly believes that the students’ participation in volunteer activities such as KaMU is crucial to ensure they learn soft skills such as teamwork, communication and problem-solving skills.”

“This, in return, will produce well-rounded and competent healthcare professionals who will serve the communities with passion and care,” she added.

Programme director Nurul Ameera Zahari said the students chose the slogan “Make The Changes Today!” to emphasise the urgency of making lifestyle changes for better health.

She said community outreach programmes like KaMU gives students the opportunity to identify common illnesses and medication-related problems faced by local communities.

Prior to this, similar KaMU programmes have been organised in Sabah, Kedah, Melaka, Perak and Pahang.

A total of 14 houses were visited during the Home Medication Review (HMR) activity on the first day of the programme.

During the HMR visits, students with supervision from the lecturers reviewed residents’ medications and provided appropriate advice regarding their proper use and storage.

A gotong-royong was also held on the same day. In the afternoon, a telematch was held at the children’s playground in Taman Mesra, Kajang.

The highlight of the KaMU programme was when health exhibitions, free health screenings, drug counselling, basic life support demonstrations, healthy food cooking demonstrations, colouring contests and lucky draws were held.

Over 200 residents took part in the programme.

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Saturday, March 24th, 2018

Photo shows Datuk Seri Panglima Masidi Manjun witnessing the signing together with Dr Morni Kambrie, KUIS Board Member Dato’ Dr Mujaini Tarimin and Dato’ Bakhtiar bin Hussin, Secretary of Selangor Islamic Religious Council as well as Sabah State Mufti Datuk Bungsu Aziz Jaafar

SIDMA College Sabah entered a Memorandum of Agreement (MoA) with Kolej Universiti Islam Antarabangsa Selangor (KUIS) to establish a strong academic partnership between both the institutions; thus paving the way for SIDMA College Sabah to offer Islamic diploma programs in Sabah by the end of 2018.

According to Dr Morni Kambrie, Chairman of SIDMA College, five diploma programs have been shortlisted to be offered are namely:

  1. Diploma in Education (Al-Quran Studies)
  2. Diploma in Islamic Studies (Al-Quran & Al-Sunnah)
  3. Diploma in Islamic Studies (Dakwah)
  4. Diploma in Mosque Management and
  5. Diploma in Tahfiz Management

Speaking at the MoA signing ceremony, Datuk Seri Panglima Masidi Manjun, Minister of Tourism, Culture and Environment who is also Minister in charge of Education in Sabah welcomed the efforts by SIDMA College which he hopes will supplement the State government’s efforts in providing higher education opportunities to local students who have decided to choose Islamic Studies. Datuk Seri Panglima Masidi also said he seems to notice that the number of Tahfiz, Madrasah and religious schools in Sabah has increased tremendously, especially the privately operated, as well as the number of students who choose Islamic studies are also increasing. On the same note, he is happy that SIDMA College will be producing local graduates in the religious studies and since the study will be done in Sabah’s local setting that knows better on the customs and culture practices by Sabahan, they will be able to identify, handle and are better updated on various local religious matters that need their intervention or feedback. This is in line with Sabah background as a multi-racial example with harmonious lifestyle regardless of the faith or belief of its citizen. Apart from that this will give a better options for parents and future students as well to assist those who cannot afford to study religious studies overseas.

In his speech, Chairman of SIDMA College, Dr Morni, said that the application for Malaysian Qualifications Agency (MQA) and Ministry of Higher Education (MoHE) approvals will be made immediately after the MoA signing and he hopes that the courses can start taking in students for the November 2018 intake. He also added that it has been his dream to run religious courses in SIDMA College Sabah for quite some time. That is why SIDMA College has its own Madrasah he said, but currently it is only limited to teaching Muslims students to read the Quran.

Representing KUIS to sign the MoA was the Rector of KUIS, Prof Dato Dr Ab. Halim Tamuri, who was accompanied by KUIS Deputy Rector Dr. Mohamad Syukri Abdul Rahman; whereas SIDMA College was represented by the Chief Executive Officer (CEO) Madam Azizah Khalid Merican and  its Director of Corporate Marketing & Business Development, Madam Azlina Ngatimin.

Also in attendance during the MoA signing event held at TH Hotel Kota Kinabalu on 23 March 2018 event were Board of Directors (KUIS) Dato’ Dr Ustaz Mujaini Tarimin and Dato Bakhtiar Hussin; Sabah State Mufti Datuk Bungsu Aziz Jaafar, Tuan Haji Marzuki Umi, Chairman of SIDMA College Sarawak, Hajah Ratnawati binti Datuk Haji Osman (General Manager of Perbadanan Baitumal Negeri Sabah); Principal of Secondary Schools, Madrasah and Tahfiz, as well as Managers and Heads of Departments from SIDMA College.

KUIS is one of the most dynamic Islamic private universities in Malaysia, fully owned by Selangor Islamic Religious Council (MAIS) and is striving towards its mission to become one of the most renowned centres of academic excellence locally and internationally. KUIS students come from all states of Malaysia as well as overseas such as China and Middle East countries. KUIS is committed towards providing the best and affordable education in line with the government‘s aspiration of human capital development.

For more information about courses offered at SIDMA College, you may browse SIDMA College Website, or like our Facebook Account. Potential students can also visit us at SIDMA College Jalan Bundusan, 88300 Kota Kinabalu, or call our hotline number: 088-732 000 or 088-732 020.

Online registration is available. Please CLICK HERE

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A call for equal justice

Thursday, March 22nd, 2018

“Where the law is subject to some other authority and has none of its own, the collapse of the state is not far off. But if law is the master of the government and the government is its slave, then the situation is full of promise and men will enjoy all the blessings that the gods shower on a state.”

Plato, the most influential philosopher of all time, observed this around 350BC.

Equal justice under the law, a basic tenet of human rights, is central to functioning societies.

Essentially, it means no one should be above the law, especially those who rule over others, and that all should receive equal benefits and protection provided by it.

Lady Justice, as she is known, is an embodiment of two goddesses of justice and divine order – Iustitia of ancient Rome and Themis of Greece.

But equating law with justice has become a myth. Today, the perception is the law is a lot cosier to wealth and power than to ordinary folk.

Fair-minded Malaysians fear that against the face of power and money, justice could be disregarded in the legal process.

There is a pattern of peculiar judgments and punishments reflecting this. Let me cite some recent examples.

On July 25 last year, a magistrate fined Datuk Seri Chin Kok Wah, 50, RM1,000 after he pleaded guilty to injuring security guard T. Ramaraj, 44, at a luxury condominium.

Ramaraj was assaulted after he recorded Chin’s act of using a steel cutter to remove a tyre clamp on his wrongly parked vehicle.

Although the offence carries a maximum one-year jail term and a fine of up to RM2,000 or both, merely saying he was remorseful was enough for Chin to get off so easily.

On Nov 17, a magistrate sentenced Marmi Zabrin Mian, 34, to a year’s jail and fined RM1,500 for causing hurt to Bank Negara analyst Or Su Lin, 34, at a pedestrian bridge.

The jobless man, was identified as the “serial kicker” who had been sneaking up behind women and kicking them. There was no mention of him being ordered to undergo mental assessment.

On Feb 1, a married couple, both former lieutenant commanders of the Royal Malaysian Navy, were jailed and fined a total of RM30,000 by the Ipoh Sessions Court for bribery involving RM420,852.

Rizalman Ghazali, 38, was jailed nine months and fined RM20,000, while his wife, Rozlin Mustafa, 35, was sentenced to six months’ jail and fined RM10,000.

Compare this to another case a week later – M. Subramaniam, 56, a primary school headmaster in Rawang, received eight months’ jail for taking RM4,000 in bribes to extend the school’s canteen operator’s contract.

On Sept 21, Forestry officer Zainal Abidin Maskon, 33, was only sentenced to nine months’ jail and fined RM150,000 for five counts of bribery involving RM340,000 to speed up the approval of logging licences in two forest reserves.

Let’s not forget the case of Shashikumar Selvam, who was jailed 10 years for stealing rice and cans of sardines in 2015.

His story is even more tragic as he was found hanged in the Kluang prison shortly after serving time.

On Nov 14 last year, JB coroner Kamarudin Kamsun found that Shashikumar had not committed suicide but a person or persons unknown caused his death.

The latest appalling episode is the absurdly lenient sentence imposed on a Datin who inflicted horrific injuries on her Indonesian maid two years ago.

Datin Rozita Mohamed Ali, 44, was bound over for five years on a good behaviour bond of RM20,000 by Petaling Jaya Sessions Court judge Mohammed Mokhzani Mokhtar on March 15.

The housewife was first charged with the attempted murder of Suyanti Sutrinso, then 19, under Section 307 of the Penal Code which carries a maximum jail sentence of 20 years.

Among other things, Suyanti was attacked with a kitchen knife, a steel mop, a clothes hanger, and an umbrella. A security guard found the maid lying semi-conscious in Mutiara Damansara. Her face was swollen, and she had multiple injuries on her head, eyes, legs, hands, and internal organs.

She also suffered fractures on her jaw and cheekbones, a broken shoulder blade, injuries to her right lung and a blood clot near her brain.

In spite of the injuries, the charge against Rozita was later amended to causing grievous hurt under Section 326 of the Penal Code, to which she pleaded guilty.

Understandably, Malaysians are outraged by the unduly lenient punishment handed to her and regard the judgment as a gross travesty of justice.

Lawyer Ramkarpal Singh pointed out that the judge had erred as the law no longer provided for a good behaviour bond for cases involving serious offences that are punishable with a jail term of 10 years or more under the Penal Code.

by M. Veera Pandiyan,

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