Monday, 24 May 2010

Posting teachers not knowing mandarin to SRJ(c) ? 派遣不谙华文的老师到华小服务 ?

沙巴州教育部的教师培训计划已经失败,他们无法培训足够的教师来提供沙巴州华文教师在华小的空 缺。有四间师训学院在沙巴州,他们应该能够提供足够经过训练的华文教师,以填补华小的空缺。 其实有许多年轻人申请加入教师培训,但在当局却用很多理由去拒绝。我们敦促当局放宽对申请人的资格及条件,让更多人参加华文教师的培训课程,以及提高他们 的薪金待遇。
沙巴不能被视为‘二等州’,我们的八十三间华小也不能被国阵政府列为‘二等学校’及被视为‘不重要’。
The teachers training program by the education department in Sabah has already failed its duty to train enough teachers to cater for the shortage of Chinese teachers in Sabah to teach in the SJK(C). There are four teachers training colleges in Sabah and they should be able to produce enough trained teachers to fill up the position in all the SJK(C). It is a fact that many young people have applied to join the teacher training program, but were rejected on many reasons. We urge that the intake procedure to be relaxed to take in more applicants for the training program.
We in Sabah are not to be treated as 2nd class state in Malaysia, and our 83 numbers of SJK(C) are not to be treated as “not important” by the government.

The Education department decided to send teachers not knowing the mandarin language to the Chinese stream primary school SJK(C) in Sabah has met with strong protest among educationists in Sabah together with their respective schools and association.
This reflects the disrespect from the part of the education ministry and the education department on the well being of the Chinese primary school and their way of education system and policies.
It is repeatedly and obviously that the education department is trying to force the issue and make its stern way of pushing those teachers who do not speak a single word of mandarin into the Chinese schools. The department has made use of the excuse that there is no Chinese teacher available, and being forced to use these teachers even though they don’t speak mandarin language to fill up the vacancies.
We can not understand why the government after 47 years of Malaysia still can not solve the problem on the shortage of teachers in the SJK(C) in Sabah. There is estimated some 176 or more such teachers lacking in these schools in Sabah. The teacher training colleges has totally failed their role in producing the required teachers yearly. The Ministry of Education must review the situation and examine the real reason of the shortage and prepare measures to counter this shortage. If the government can produce enough teachers to teach in the government primary school and sometimes more then what they need, why can’t they do the same for the SJK(C)?
This may seem like the government is treating the SJK(C) not as equal to other government schools (SK) who has the full government back up and support of teachers. A good example is that in government schools, the teachers have only to teach very little time and having small class of 30 students, while in SJK(C), the teachers usually have to teach more hours, up to 50 over students per class plus additional voluntary tuition class on Saturdays. Their pay is the same and having the same benefits like the teachers in the government schools. In fact all these teachers are the same because they are all government teachers, why they are having two types of treatments and job responsibilities.   
The teachers training program by the education department in Sabah has already failed its duty to train enough teachers to cater for the shortage of Chinese teachers in Sabah to teach in the SJK(C). There are four teachers training colleges in Sabah and they should be able to produce enough trained teachers to fill up the position in all the SJK(C). It is a fact that many young people have applied to join the teacher training program, but were rejected on many reasons. We urge that the intake procedure to be relaxed to take in more applicants for the training program.
We in Sabah are not to be treated as 2nd class state in Malaysia, and our 83 numbers of SJK(C) are not to be treated as “not important” by the government.


Dr. Hiew King Cheu. KK MP



派遣不谙华文的老师到华小服务

沙巴州教育部派遣不谙华文的老师到华小服务,受到教育工作者与各校的家教协会产生了强烈抗议。这反映教育部的对华小的教育体制和政策背道而 驰。这很明显的教育部门正试图迫使华小接受这些不谙华文的老师。他们使用的借口是因为没有多出的中文老师,而被迫派遣这些教师来填补空缺,虽然他们不懂华 语。

这看起来政府对待华小和对待政府小学(SK)持着不同的标准,国小受到政府全面支持而华小并没有相同的待遇。  一个很好的例子就是在政府学校,教师上课的时间很少和各班约30名学生,而在华小, 教师往往要教更长的时间,及一班多达50位以上的学生,还有额外周六的补习班。他们的薪酬和官立学校教师是相同及同等待遇。 事实上,这些教师都是政府老师,为什么他们有两种类型重和轻的工作职责之分。

我们无法理解为何马来西亚政府47年后仍不能解决的在沙巴华小教师短缺的问题,估计有176位或更多。 沙巴这些学校缺乏教师,师训学院已经完全失败于培训所需的教师。教育部必须检讨有关情况,并检查短缺的真正原因,以准备采取措施改善不足。 如果政府能够培训足够的教师来授课于国小,为何不能为华小呢?

沙巴州教育部的教师培训计划已经失败,他们无法培训足够的教师来提供沙巴州华文教师在华小的空缺。有四间师训学院在沙巴州,他们应该能够提供足够经 过训练的华文教师,以填补华小的空缺。 其实有许多年轻人申请加入教师培训,但在当局却用很多理由去拒绝。我们敦促当局放宽对申请人的资格及条件,让更多人参加华文教师的培训课程,以及提高他们 的薪金待遇。

沙巴不能被视为‘二等州’,我们的八十三间华小也不能被国阵政府列为‘二等学校’及被视为‘不重要’。