Over 100,000 Pupils Cannot Read, Write And Count
Over 100,000 of the five million primary school pupils in the country cannot read, write and count!! This is what the Deputy Education Minister Datuk Hon Choon Kim told the Dewan Negara. He, however, said they did not represent the number of pupils who could not read, write and count at all. "Going by the statistics we received, there are over 100,000 pupils, but not all of them cannot read, write and count. Probably, the students cannot count but we still classify them as unable to master the 3Ms (reading, writing and arithmetic)," he said.
Realising the problem, Hon said the ministry had introduced a new method -- early intervention in reading and writing for Standard One pupils to identify their need for assistance to read and write. This initiative will be continued to improve children's academic performance from Standard One. The ministry had created the post of rehabilitation teachers to focus on the teaching of and learning of weak pupils.
There were many factors that contributed to pupils not being able to read, write and count, including the lack of teaching aids, inaccurate and ineffective diagnoses of tests on pupils' abilities, lack of motivation from family members, unfavourable living environment, family's socio-economic status and inconducive school atmosphere. "To overcome this problem, the ministry is working to create the norm suitable for rehabilitation teachers besides creating new ones for normal teachers," he added.
It is indeed a damning indictment of our education system that 100,000 pupils are basically illiterate by the government's own admission. It would be prudent to expect that the figure quoted here is probably much lower than the reality on the ground. Part of the problem of course is that many schools are preoccupied more with getting top results in exams and therefore concentrate on the achievers and the better classes, while those in the bottom rung get left out and after a spell of primary 'education,' emerge as the illiterates we are discussing here.
However it is good that the ministry has recognised that there is a problem and instead of instinctively concealing it, they have actually acknowledged that things could be better and have even started to seriously engage rehabilitation teachers to help in sorting this mess out. Among the contributory factors identified, several are within the school's scope to redress. These include the lack of teaching aids, inaccurate and ineffective diagnoses of tests on pupils' abilities and an inconducive school atmosphere. If these areas of weakness are even partially corrected then the chances of the level of 'literacy' of these unfortunate pupils rising is high.
All pupils should be considered as assets to our nation. That some are less fortunate than others should in no way prevent them from realising their potential. If the education ministry can ensure this, then their job is mostly done.
Realising the problem, Hon said the ministry had introduced a new method -- early intervention in reading and writing for Standard One pupils to identify their need for assistance to read and write. This initiative will be continued to improve children's academic performance from Standard One. The ministry had created the post of rehabilitation teachers to focus on the teaching of and learning of weak pupils.
There were many factors that contributed to pupils not being able to read, write and count, including the lack of teaching aids, inaccurate and ineffective diagnoses of tests on pupils' abilities, lack of motivation from family members, unfavourable living environment, family's socio-economic status and inconducive school atmosphere. "To overcome this problem, the ministry is working to create the norm suitable for rehabilitation teachers besides creating new ones for normal teachers," he added.
It is indeed a damning indictment of our education system that 100,000 pupils are basically illiterate by the government's own admission. It would be prudent to expect that the figure quoted here is probably much lower than the reality on the ground. Part of the problem of course is that many schools are preoccupied more with getting top results in exams and therefore concentrate on the achievers and the better classes, while those in the bottom rung get left out and after a spell of primary 'education,' emerge as the illiterates we are discussing here.
However it is good that the ministry has recognised that there is a problem and instead of instinctively concealing it, they have actually acknowledged that things could be better and have even started to seriously engage rehabilitation teachers to help in sorting this mess out. Among the contributory factors identified, several are within the school's scope to redress. These include the lack of teaching aids, inaccurate and ineffective diagnoses of tests on pupils' abilities and an inconducive school atmosphere. If these areas of weakness are even partially corrected then the chances of the level of 'literacy' of these unfortunate pupils rising is high.
All pupils should be considered as assets to our nation. That some are less fortunate than others should in no way prevent them from realising their potential. If the education ministry can ensure this, then their job is mostly done.
posted by The Malaysian. at 7/19/2006 08:59:00 PM
1 Comments:
It is good to know that the current minister of education is putting a lot of emphasis on leaning problems. Our education system still has a long way to go where learning disablilities are concerned (and addressed). I believe a great majority of the students who are having problems in any or all areas of reading, writing and counting may be afflicted with some form of learning disability (LD). There has got to be ways to screen for LD at the early stages of schooling. I have a daughter with LD and we have travelled a long and exhausting road.
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