Sabtu, Julai 23, 2011

SABAH & SARAWAK IS NOT A PLACE FOR NEW TEACHERS FROM THE PENINSULA TO UNDERGO BASIC TRAINING

Let Sabah graduates teach – CEO

KOTA KINABALU July 23, 2011: Graduates from Sabah and Sarawak should be given the opportunity to teach in their own states as they are qualified for the job, according to Sabah International Dynamic Management (SIDMA) College chief executive officer Prof Dr Morni Kambrie.

He said the two states are not a place for teachers from the peninsula to undergo basic training only to be sent back upon maturity.

He said the difference between the peninsula and remote areas in Sabah and Sarawak probably makes them unwilling to teach there for a long time.

“When the situation is totally different, their hearts are not there when they teach, but there are many graduates from Sabah and Sarawak who can teach in such the interior areas,” he said.

Morni was speaking to the media after the inauguration of Madrasah Jamiatul Fathi, a Islamic religious school set up by SIDMA College Sabah Branch in Jalan Bundusan yesterday.

The event was officiated by Islamic Association of Sabah (USIA) secretary general Major Abd Latiff Kandok, who represented USIA chairman Tun Datuk Seri Panglima Haji Sakaran Dandai.

Morni said he welcomed the statement by Tourism, Culture and Environment Minister Datuk Masidi Manjun who is also the state education exco that Sabah is not a place for new teachers from the peninsula to undergo basic training.

He said he was told that every year the number of teachers from the peninsula applying to be sent back reach 1,000 but the number of teachers replacing them are less than 1,000.

This means that every two to three years the schools in both states would receive new and untrained teachers, who would ask to be transferred back when they have gained experience, he said.

At the same time, graduates from Sabah and Sarawak are denied the opportunity to undergoing training, he added.

“In addition, we are quite disappointed that graduates from private institutes of higher learning (IPTS) such as Universiti Tun Abdul Razak are not being accepted,” Morni said.

The Teacher Recruitment Division had issued a memo in October last year stating that teaching posts were only for graduates from public institutions of higher learning (IPTA) and Teachers Training Institute, he said.

“Nearly 70 per cent of our graduates are from the interior and they know the environment there.

“They do not mind being posted to such areas and are always willing to teach there, but they are not being accepted,” he lamented.

“If the department says teachers’ recruitment is based on projection, then why are there still schools that have vacancies for teachers and are not filled?

“For example, there is a school in Kalabakan, Tawau, that faces a shortage of five teachers but why are our graduates not taken and sent to teach at the school?” he asked.

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Leaders, NGOs agree Sabah should handle education

“Our children are not guinea pigs. They should not have to bear the lifetime consequence of decisions made and changed with every education minister which shows such instability and indecision.

“We need our own Ministry of Education in Sabah to look into the K-12 curriculum, the expansion of Malaysian and international universities here and the training and employment of Sabah teachers in their own State as well as provide local people the chance to erect local schools,”

“Our federal history syllabus does not highlight the realities of Sabah’s past political leaders and their contribution to state and nation and they omit essential information pertaining to what this state considers to be important like the documents leading up to the formation of this country as well as the historic 16th September 1963.

image “The IGC report is very clear on the issue that the state government is to be in full control of educational policies and the administration of education in our state. It further mentions that we may continue the use of English throughout our curriculum and that we are not required to enforce any religious instruction in our schools.

UBF chairman and founder Datuk Dr Jeffrey Kitingan

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Rancakkan pembangunan pendidikan di luar bandar

Ahli Parlimen Tenom, Datuk Raime Unggi, meminta kerajaan melalui Kementerian Pelajaran Malaysia agar memperkasakan dan merancakkan pembangunan pendidikan khususnya dalam kemudahan infrastruktur dan prasarana pendidikan di luar bandar.

“Kemudahan infrastruktur yang baik akan memberikan impak yang berkesan terhadap pembangunan pendidikan pelajar-pelajar luar bandar,”

Ahli Parlimen Tenom, Datuk Raime Unggi

31 ulasan:

  1. Setuju. Jangan menggunakan anak-anak murid Sabah dan Sarawak sebagai percubaan ataupun latihan guru baru.

    BalasPadam
  2. Kita perlu memberikan lebih banyak peluang kepada rakyat Sabah dan Sarawak untuk menjadi guru dan berkhidmat di negeri sendiri.

    BalasPadam
  3. Betul! beri peluang kepada Sabahans.

    BalasPadam
  4. Ada banyak lagi graduan yang layak kenapa tidak beri latihan kepada mereka?

    BalasPadam
  5. Totally agree. After maturity they will be transfer back to peninsular. Again looping the same loop. Send those fresh teachers, after maturity and transfer back to peninsular. What the Sabah and Sarawak get from this loop.

    BalasPadam
  6. Should give more opportunity to the local fresh teachers. If maturity they will ask to transfer also around the State. So, no matter where they transferring/posting also in their own State. The quality and experience also given to the State.

    BalasPadam
  7. Macam Sabah dan Sarawak ini tempat guru2 training pulak. Lepas sudah berpengalaman kena hantar balik semenanjung. Yang tinggal hanya guru2 yang tidak lama akan pencen.

    BalasPadam
  8. Pembelajaran semasa ke semasa semakin moden dan sentiasa mengikut peredaran zaman. Oleh tu, kerajaan perlu peka dengan kebajikan infrastruktur sekolah2 di luar bandar. Mereka juga mahu merasakan pembelajaran yang moden dan tidak ketinggalan.

    BalasPadam
  9. Masalahnya, Sabah terpaksa mengikut telunjuk Putrajaya.

    BalasPadam
  10. Para pelajar yang menjadi mangsa bila sekolah asyik kekurangan guru dan guru2 yang ada pula sentiasa bertukar ganti. pelajar2 pula yang jadi bingung.

    BalasPadam
  11. Sampailah bila kena ikut saja ini. Tetap looping yang sama. Kerajaan negeri tidak mempunyai kuasa dalam pembangunan pendidik negeri. Kalau selibus tu memanglah kena sama mahu exam kan.

    BalasPadam
  12. Susah sangatkah nak bagi kuasa autonomi kepada Jabatan Pendidikan Sabah? Adakah penghantaran guru2 dari Semenanjung ke Sabah adalah untuk memberi mereka kerja (sebab di Semenanjung tiada kekosongan), dan menidakkan peluang guru2 tempatan Sabah?

    BalasPadam
  13. Perkara ini sudah diusulkan secara rasmikah? Kementerian di Putrajaya tidak beri respon?

    BalasPadam
  14. Pelajar2 di Sabah bukan tikus makmal untuk dijadikan eksperimen.Sila bertimbang rasa. Kekosongan jawatan guru di sekolah2 harus diisi oleh guru2 Sabah.

    BalasPadam
  15. ya.. kebanykkan guru2 yang ditempat di Sabah dan sarawak adalah guru2 yang kurang berpengalaman. Sabah dab sarawak bukan tempat untuk guru2 berlatih. seharusnya guru2 berkemahiran jg ditempatkan di Sabah dab sarawak.

    BalasPadam
  16. Graduates from Sabah and Sarawak should be given the opportunity to teach in their own states as they are qualified for the job, according to Sabah International Dynamic Management (SIDMA) College chief executive officer Prof Dr Morni Kambrie.

    betul..

    BalasPadam
  17. Sabah and Sarawak is not a place for new teachers from the peninsula. Right, Sabah and Sarawak now just for the Sabahan dan Sarawakian teachers. Give the local people to teach in the own state.

    BalasPadam
  18. ya, perlu beri peluang kepada graduan Sabah.

    BalasPadam
  19. dan juga peluang kepada graduan Sarawak. Yang pasti, kedua-due negeri mempunyai para graduan yang layak mengajar di negeri masing-masing.

    BalasPadam
  20. Putrajaya tidak seharusnya berat-sebelah dalam menangani masalah pengangguran di kalangan graduan

    BalasPadam
  21. “Kemudahan infrastruktur yang baik akan memberikan impak yang berkesan terhadap pembangunan pendidikan pelajar-pelajar luar bandar,” Betul!

    BalasPadam
  22. I don't get why choose Sabah for the new teachers from Peninsula to undergo basic training.

    BalasPadam
  23. Whatever it is, its better for sabahan and sarawakian teachers to teach in their own state.

    BalasPadam
  24. graduan dari Sabah dan Sarawak harus diberikan lebih peluang untuk menjadi guru di negeri mereka kerana mereka lebih memahami keperluan murid tempatan dan tidak pula akan berpindah-pindah dalam tempoh yang singkat.

    BalasPadam
  25. lagi ramai pemimpin bersuara tentang masalah ini lagi bagus.. kadang2 dalam hal ini pemimpin2 tempatan perlu bersatu hati mendesak kerajaan persekutuan bagi menyelesaikan masalah di negeri ini.

    BalasPadam
  26. Memang pun, kebanyakan lepasan guru dari Sabah Sarawak dihantar ke Semenanjung. Elaun lagi tinggi.Teruk.

    BalasPadam
  27. Absolutely. Borneo is not the " rubbish damper " for Semenanjung teachers.

    BalasPadam
  28. 13,000 teachers are waiting for place.

    BalasPadam
  29. Lompat sikatak lompat, dah ada pengalaman lompat balik ke semenanjung.

    BalasPadam