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The Prime Minister Should Take The Opportunity To Initiate Efforts To Make The Teaching Profession Really Attractive To Malaysians Statement by Dr Tan Seng Giaw, DAP National Vice-Chairman and MP for Kepong on the Prime Minister Dato' Seri Dr Mahathir Mohamad's gracing the Teachers' Day Celebration In Ipoh, Malaysia, on 16 May 2000 | |||||||
| On 16 May 2000, Teachers' Day for 250,000 Malaysian teachers, the Prime Minister Dato' Seri Dr Mahahtir Mohamad is gracing the occasion in Ipoh, Malaysia. While he performs the opening ceremony, it is opportune for him to hark back to the difficulties faced by teachers, many of whom opt for early retirement. There are so many problems troubling the profession such as the grouses on promotions, the unfairness of the New Remuneration System, NRS, the party political factors, the lack of teachers, the lack of schools and facilities and the fickleness of Education Ministers. We wish the teachers Happy Teachers' Day. We hope Dr Mahathir seizes this opportunity to initiate efforts to make the profession more attractive. As a first serious step, he should ascertain whether the profession has been weakened by the evil of racialism. In particular, how many of the teachers trained in the 31 Teachers' Training Colleges are truly imbued with the spirit of multiracialism. For example, he should investigate the situation when non-Chinese teachers are sent to Chinese schools, do they really take the trouble to teach. Similarly, when non-Malay teachers take up their posts in predominatly Malay schools, are they as dedicated? Despite the emphasis on quality teachers with innovation, dedication, commission and motivation, how many of the 250,000 teachers have these qualities? How many of the Education Departments including the Malaysian Student Department in London and Malaysia Hall are truly committed to multiracialism? How much have they done to prevent racial polarization among teachers and students? Is multiracialism only a rhetoric during general elections? (We like to save Malaysia Hall, which is facing some difficulties in London, because it will continue to provide a sanctuary for all Malaysians. But, let the place be seen to be promoting multiracialism, not a den for purely racial activities. It should be in the forefront of preventing racial polarization among students.) We propose that the Government start by dismantling the effects of party politics on teachers. For instance, if a teacher in a certain school is perceived as not following a certain party leader, he or she may be transferred to a remote area or would not benefit from the NRS. Dr Mahahtir speaks of councillors to council students within and outside the country | |
to make sure that they will not be anti-government. If he tries his best to rid teachers and the education establishment of the yoke of party politics, he will find that the teachers will be able to perform their professional duties more effectively. The students will be better citizens. Young Malaysians are generally not interested in the teaching profession. Sixty-four per cent of the teachers in Malaysia are women. The number will keep increasing. Some say that those who have no liking for teaching because of the relatively low pay. Economic reason may be one factor. But, there are more reasons. The appointment of a non-party man, Tan Sri Musa Mohamad, as the Education Minister is seen as an attempt to soften the effects of party politicization of education. Let us wait and see if this would make any difference. Just as there is a need for full enquiry on the effects of party politics on teachers, an investigation into the promotions of teachers and the sppointments of headmasters will definitely throw a light into the mess in the promotional system. Is it based on merit? Is it based on race? Is it based on other factors? Can a genuinely good teacher be promoted or benefiting from the NRS without resorting to unsavoury means? How many committed teachers are stifled by the system? The Prime Minister may find out that, through the years, successive Education Ministers have made annoucements of grandiose projects, some of which can hardly be implemented? For example, not so long ago, the abacus project was introduced to improve the mathematical skills of students. Korean and Japanese pupils learn abacus and their mathematics and science are good. Millions of ringgits have been spent on abacuses and training of teachers. The project is no longer visible. Is it only the whim and fancy of the previous Education Minister? How would the teachers feel? How fickle were those Education Ministers? What is the system of steamlining and strenthening to ensure additional requirements for teachers. If a teacher takes the trouble to get an extra degree, what is the incentive? Now, there are over 68,000 graduate teachers, increasing the proportion of graduate teachers in secondary schools to over 65 per cent. Do the Government plan to have all graduate teachers at all levels? It is time to make the teaching profession more noble and more attractive. The theme of the Teachers' Day is elevating the noble status of the teaching profession. We have to put in more efforts to achieve this noble objective.
Dr Tan Seng Giaw | |||||
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