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West Malaysian teachers who are sent to Sabah lack knowledge of the local culture and are prone to being homesick, claims opposition Sabah Progressive Peoples (SAPP).
KOTA KINABALU: The Sabah Progressive Party (SAPP) wants the Education Ministry to engage more local teachers rather than continuing to deploy West Malaysians to teach in schools statewide.
SAPP vice-president Jaafar Ismail said Sabah teachers are well accustomed with local cultures, which would make it easier for them to teach the young generations here.
He claimed that West Malaysian teachers lacked knowledge of the local cultures and are prone to being homesick which in turn affects their concentration.
“In addition, the government has to fork out more funds to bring West Malaysian teachers into the state due to many extra allowances that they stand to receive,” he said.
He pointed out that the government was required to pay transfer and monthly allowances as well as other perks to those West Malaysian teachers currently teaching in Sabah.
Jaafar said this has inevitably incurred huge expenses to the government citing the large number of West Malaysian teachers posted to Sabah every year.
He reminded that even the Assistant Minister in the Chief Minister’s Department, Radin Malleh, had revealed that in 2011 there were 8,152 West Malaysians working at Sabah Education Department.
He further noted that Dewan Rakyat Deputy Speaker Ronald Kiandee had also revealed that West Malaysian teachers are receiving more than double the allowances Sabah teachers are receiving.
Jaafar also said Kiandee’s revelation that Sabah teachers were being given allowances of RM250 and RM350 while their West Malaysian counterparts were receiving between RM730 and RM830, was clearly a double standard practice and was unfair to the Sabah teachers.
He was convinced that the deployment of local teachers at their hometown/district could lighten their cost of living and make them more comfortable to discharge their duties.
He added that this could help boost their performance, ultimately.
He thus urged the government to start recruiting more Sabahans to undergo teaching courses at the various teachers training colleges and universities.
I believe SAPP is also fighting for our Malaysia Agreement on Borneonisation.
ReplyDeleteDespite SAPP struggles, their potential in winning the election is too thin.
DeleteUnfortunately SAPP has a low chance in winning the election due to split votes.
DeleteWith the Umno's policy on employment, priority will always be given to Malayans over Sabahans as this has been their practice in the past decades. Malayanisation rather than Borneonisation is what they are carrying out in Sabah to brain wash the young with their political ideologies to divide and rule and to segregate the population in order to stay on power. Sabahans should stand firm behind our local party on our fight for our rights and proper education for our younger generations.
ReplyDeleteThe local parties are not strong enough. Take it or leave it.
DeleteWhy there is always double standard for west and east M'sian teachers?
ReplyDeletePriorities to fill the teachers vacancies in Sabah should be given to the Sabahan local teachers.
ReplyDeleteAgreed. Sabah for Sabahans..
DeleteNational integrity is the aim.
ReplyDeleteSabah masih ada masalah kekurangan guru, ramai anak2 Sabah layak menjadi guru, jadi mereka harus diutamakan.
ReplyDeleteDiharapkan lebih banyak guru-guru tempatan diberikan peluang mengikuti latihan perguruan supaya boleh menangani masalah kekurangan guru dalam negeri.
Deletebekas GSTT, graduan pendidikan masih berlambak lagi di Sabah ni. patut mereka diutamakan.
Deletejgn asyik ambil guru dari Semanjung saja.
ReplyDeleteWhat is wrong with our sabahan teachers? Our sabahan teachers are just as qualified as those teachers in the west.
DeleteGuru Sabah lebih berkualiti tinggi, jadi mereka mahu mengambil guru kita untuk mengajar anak-anak Semenanjung. Kita mahu guru Sabah berkhidmat di Sabah!
Deletesekurang2nya pembayaran elaun pun dapat dikurangkan. banyak komplen guru dari SM ni dapat banyak elaun. kenapa perlu ada perbezaan untuk guru dari SM dan Sabah sendiri?
DeleteEven the west malaysian teachers are not willing to relocated due to homesick.
ReplyDeleteGovernment should consider the west malaysian teachers feedback.
DeleteBetul tu, bagilah mereka berkhidmat di tanah air sendiri dekat dengan keluarga sendiri. Kenapa mesti hantar jauh-jauh?
DeleteWhy bother employing west malaysian teachers when you can the local teachers to teach. Its save cost and create job for the teachers in sabah.
ReplyDeleteSabahan should be given priority since its involve Sabah.
DeleteHentikan aktiviti import dan eksport guru dari Sabah ke Semenanjung dan Semenanjung ke Sabah. Guru-guru haruslah dibenarkan berkhidmat dalam negeri sendiri.
DeleteGuru-guru Sabah perlulah diberikan keutamaan untuk berkhidmat di Sabah. Masalah kekurangan guru dalam negeri masih belum selesai lagi.
ReplyDeleteharap2 ada penyelesaian untuk isu ni demi untuk orang Sabah.
ReplyDeleteharap ini akan diberikan perhatian yang sewajarnya.
DeleteSabah ada juga guru yang berbakat, harus diberi peluang dan keutamaan juga.
ReplyDeletesetuju, rakyat Sabah harus diberikan keutamaan utk menjadi guru di sini.
DeleteRelocation of teacher is important so that they can handle both work and their family.
ReplyDeleteBetul Kita memerlukan lebih banyak guru Sabah yang memberi pendidikan kepada orang Sabah Sendiri.
ReplyDeleteguru-guru dari Sabah lebih sanggup untuk mengajar di pedalaman dan lebih memahami budaya sendiri.
DeleteHanya beri peluang kepada guru2 dari Sabah untuk melakukan yang terbaik.
ReplyDeleteramai yang berkelayakan di Sabah ni, jadi sebaiknya Sabahan dilantik untuk mengajar di Sabah.
ReplyDeletepekara ini perlu diteliti dan diberikan perhatian.
ReplyDeleteYa. memang perlu diberi perhatian dan tindakan.
DeleteGuru2 di Sabah lebih baik banyak orang2 Sabah, budak2 pun faham percakapan guru2 Sabah.
ReplyDeleteBagus juga itu. Berikan keutamaan kepada penduduk Sabah sendiri menjadi tenaga pengajar di Sabah.
ReplyDeleteLagipun banyak faedah yang diperolehi kalau ambil dari Sabah sendiri. Terutama sekali perbelanjaan untuk elaun dan gaji.
ReplyDeleteOne sector which remains a key focus of the second phase of the Government Transformation Programme (GTP 2.0) is the education sector, with several key emphasis on improving the standards of education across the ages. Despite vast achievements being made in Malaysia’s education system within the past 50 years, gaps still exist in certain areas.
ReplyDelete
ReplyDelete“All initiatives in the GTP 2.0 and this Blueprint will be executed concurrently. The preliminary Education Blueprint will be launched sometime this month, while the final version will be launched in December this year,” he noted during the launch of the GTP 2.0 in Kuching.
To rectify this, Performance Management and Delivery Unit (Pemandu) chief executive officer, Datuk Seri Idris Jala, said the GTP 2.0, which was a subset of the upcoming Education Blueprint 2013-2015, would provide coverage on areas such as curriculum and assessment, vocational education, ministry transformation as well as encouraging greater involvement of parents, the community and the private sector in this industry.
ReplyDelete
ReplyDeleteUnder the first phase of GTP which ran from 2010 to 2012, the government focused on five key areas namely pre-schools, literacy and numeracy, high-performing schools, new deals for principals and a school improvement programme.
From 2013 to 2015, the GTP 2.0 will include two additional programmes – teacher charter and upskilling of English – on top of enhancements to be added to current programmes.
ReplyDelete
ReplyDeleteA key concern of many rakyat members was the lack of quality control mechanisms for the pre-school sector. The government was looking to rectify this by revising guidelines and processes for extending grants to existing operators and vouchers including childcare centres.
ReplyDeleteIt would also implement an inspection and monitoring mechanism and private sector agreement to these standards, in addition to introducing pathways and training vouchers for pre-school teachers.
ReplyDelete“As you know, we’ve focused a lot on pre-schooling. This was a big problem for us as only 60 per cent of our kids entering Primary 1 has had pre-school education,” he stressed. “The problem is the 40 per cent who have not been to pre-schools will have difficulties catching up with the syllabus.
ReplyDelete“To address this, we have opened a record number of pre-school classes – more than 3,000 classes were opened and an additional 77,000 children have benefited from this programme. There is a massive improvement in the literacy and numeracy of children.”
Another key highlight of the roadmap for the education sector is to deliver one proficient English teacher in every classroom. Through this initiative, the government will push for teachers to undergo rapid proficiency testing, and consecutively introduce intensive upskilling and immersive learning for all non-proficient teachers in the country.
ReplyDelete
ReplyDelete“We’ve also started ranking every school in Malaysia,” Idris added. “There are 9,814 primary and secondary schools and have categorised them in bands, with Band 1 being the best and Band 7 the worst. “As a result of the programme, we see a massive improvement in terms of performance of the student outcomes in the exams. In fact, many schools in Sabah and Sarawak had seen improvements in the outcomes of students.”