SANTUBONG, 13 Jun: Kira-kira 19,158 murid Tahun Satu di seluruh negeri ini belum mampu menguasai kemahiran Membaca, Menulis dan Mengira (3M).
Data diperolehi berdasarkan Ujian Pelepasan Satu (UPS) yang dijalankan pada 23 hingga 27 April lalu, membuktikan daripada seramai 28,911 murid Tahun Satu mengikuti program Kelas Intervensi Awal Membaca dan Menulis (KIA2M) terdapat 66.3 peratus masih belum menguasai sepenuhnya.
Mengikut data KIA2M tahun lalu, daripada 25,755 murid Tahun Satu mengikuti program tersebut terdapat 6,968 atau 27 peratus murid masih gagal menguasai 2M dan kumpulan itu yang kini sedang belajar dalam Tahun Dua.
Jika kedua-dua kumpulan itu dijumlahkan maka bilangan murid Tahun Satu dan Dua sekarang yang belum mampu menguasai kemahiran tersebut adalah berjumlah 26,126 orang. Angka itu semakin bertambah jika diambilkira data Tahun 3 hingga 6.
Justeru, Pengarah Pelajaran Sarawak, Rabiah Johari mengakui hakikat itu harus diterima bahawa status penguasaan kemahiran 3M di kalangan murid sekolah rendah di seluruh negeri ini masih berada pada tahap belum memuaskan.
“Sememangnya diakui masih ramai murid sekolah rendah terutama di kawasan luar bandar dan pedalaman masih belum boleh membaca, menulis dan mengira.
********** Read more at BorneoPost
My say:
This is very worrying indeed. If there is no effective intervention being done to at least equip them with the basic skills (reading and writing), then these students will be left behind. Most of these students are from the rural area but that's not a valid excuse to say that just because they are from the rural schools then they are allowed to lag behind their urban counterparts. In the yesteryears, in the interiors of Nanga Oyan or Long Segaham, even though the parents had no formal education, at least the students could write and read. So I don't think it's a question of the geographical locations. More likely it is the issue of attitudes of the students, teachers and parents.
Why on earth did I say teachers? Because as a service provider in the education sector, we are entrusted to ensure that the students master the necessary skills for them to survive the education system. Of course we'll hope for the perfect situation, where the students entering the school system in Primary One could read and write their ABC's. Get real! Welcome to the real world! Nothing is ever ideal in this world.
Why is this issue of grave concern to me? I have 'inherited' such 'messy' products from Primary schools. Imagine students in Form 2 and even Form 3 who couldn't even read 2 syllable words in Bahasa Malaysia, let alone in English. And horror of all horrors, we are to prepare them for public exams. Such unfairness to the students (and teachers too). Even when secondary teachers 'inherit' such students, most would be extremely reluctant to take measures to rectify the situation. Maybe the need for a special education teacher to conduct remedial actions to train these students to read and write. Why let the students to 'go with the flow' and move on the education ladder when they are inadequately prepared to do so? Why not just take them out and let them attend remedial programme?
As teacher, I pray that God gives me the sincerity to provide education to my students. Let me not forget my responsibilities and the willingness to improve my practice.
Data diperolehi berdasarkan Ujian Pelepasan Satu (UPS) yang dijalankan pada 23 hingga 27 April lalu, membuktikan daripada seramai 28,911 murid Tahun Satu mengikuti program Kelas Intervensi Awal Membaca dan Menulis (KIA2M) terdapat 66.3 peratus masih belum menguasai sepenuhnya.
Mengikut data KIA2M tahun lalu, daripada 25,755 murid Tahun Satu mengikuti program tersebut terdapat 6,968 atau 27 peratus murid masih gagal menguasai 2M dan kumpulan itu yang kini sedang belajar dalam Tahun Dua.
Jika kedua-dua kumpulan itu dijumlahkan maka bilangan murid Tahun Satu dan Dua sekarang yang belum mampu menguasai kemahiran tersebut adalah berjumlah 26,126 orang. Angka itu semakin bertambah jika diambilkira data Tahun 3 hingga 6.
Justeru, Pengarah Pelajaran Sarawak, Rabiah Johari mengakui hakikat itu harus diterima bahawa status penguasaan kemahiran 3M di kalangan murid sekolah rendah di seluruh negeri ini masih berada pada tahap belum memuaskan.
“Sememangnya diakui masih ramai murid sekolah rendah terutama di kawasan luar bandar dan pedalaman masih belum boleh membaca, menulis dan mengira.
********** Read more at BorneoPost
My say:
This is very worrying indeed. If there is no effective intervention being done to at least equip them with the basic skills (reading and writing), then these students will be left behind. Most of these students are from the rural area but that's not a valid excuse to say that just because they are from the rural schools then they are allowed to lag behind their urban counterparts. In the yesteryears, in the interiors of Nanga Oyan or Long Segaham, even though the parents had no formal education, at least the students could write and read. So I don't think it's a question of the geographical locations. More likely it is the issue of attitudes of the students, teachers and parents.
Why on earth did I say teachers? Because as a service provider in the education sector, we are entrusted to ensure that the students master the necessary skills for them to survive the education system. Of course we'll hope for the perfect situation, where the students entering the school system in Primary One could read and write their ABC's. Get real! Welcome to the real world! Nothing is ever ideal in this world.
Why is this issue of grave concern to me? I have 'inherited' such 'messy' products from Primary schools. Imagine students in Form 2 and even Form 3 who couldn't even read 2 syllable words in Bahasa Malaysia, let alone in English. And horror of all horrors, we are to prepare them for public exams. Such unfairness to the students (and teachers too). Even when secondary teachers 'inherit' such students, most would be extremely reluctant to take measures to rectify the situation. Maybe the need for a special education teacher to conduct remedial actions to train these students to read and write. Why let the students to 'go with the flow' and move on the education ladder when they are inadequately prepared to do so? Why not just take them out and let them attend remedial programme?
As teacher, I pray that God gives me the sincerity to provide education to my students. Let me not forget my responsibilities and the willingness to improve my practice.
