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Showing posts with label Schools. Show all posts
Showing posts with label Schools. Show all posts

Friday, October 14, 2016

Penang Free School: Learning religiously - without religion !

 
Penang Free School: 
https://en.wikipedia.org/wiki/Penang_Free_School

Penang Free School, the first English school in the country, turns 200 in a week. It was, and remains, a school for the brave and the true. And for the Free.


WE’RE on the cusp of history. A week from today, the oldest English school in the country, Penang Free School, will turn 200. It’s a proud moment for the school. And for yours truly. I spent my formative years in that school.

It’s the kind of school that cliches are made off – you can take a student out of Free School but you can never take the Free out of the students. We will always be Old Frees.

The old boys are already celebrating. There have been golf tournaments, dinners and get-togethers lined up. There was a 73-day, 20,000km road convoy from Penang to Dittisham, Devon, in Britain, where the founder of PFS, Reverend Robert S. Hutchings, was born.

The six-vehicle convoy left on July 17 and arrived at its destination on Oct 3.

The huge school field is now covered with canopies waiting for the thousands of Old Frees who will gather there on Oct 21 to celebrate the grand old dame’s birthday.

The field is one of the things most Old Frees would remember. It was both a blessing and a bane. With two football fields, three hockey pitches and a cricket pitch, it was great for outdoor activities.

The track around the field was good training ground for long-distance runners. But for the errant ones in school, it was a pain. The teachers made you run around the field as punishment. If you were not athletically inclined, that was punishing indeed.

But it was the teachers who made the school wonderful. We had some of the best and most dedicated teachers – not just in the subjects they taught but also in sports.

There was Wilson Doss, the cricket-mad teacher. He played for Selangor, Penang and even in international matches and he would try to get every lad in the school to give the sport a try-out.

I have to admit to being an absolute flop at it. With only the experience of playing “rounders” with the neighbourhood gang, I would hurl the cricket bat away as I ran. And Mr Wilson would growl.

There was N. Vallupillay, the hockey coach with the kindest of souls. He, too, would try to get everyone to play hockey and among the top players he nurtured was former national captain Ow Soon Kooi.

With Vallupillay at the helm, PFS was the state’s school hockey champion for 20 years from 1964 to 1984. The rivalry with St Xavier’s Institution and the Bukit Mertajam High School was intense, sometimes even rowdy.

Vallupillay then moved to George Town Secondary School and voila, that school became another hockey powerhouse in the state.

Then, there was Johnny Ooi, yet another teacher who was very much into hockey and who took over when Mr Vallupillay left.

Ooi Bee Seng was the basketball man. Under his watch, more basketball courts were built and more of the students turned to the game.

Nai Bej Sararaks was the athletics guy. Every now and then, he would bundle a gang of us into his beat-up jalopy and drive us off to training. The one I vividly remember was when we ran up Penang Hill from what Penangites know as Moongate.

The man waited at the bottom of the hill as the bunch of us ran up to the top of the hill and later scrambled all the way down. He was there with some juice before taking us all back to the school.

There was no need then for sports schools or schools of excellence. The teachers delivered. It’s been some years but I believe the teachers in the school are still a dedicated bunch.

But the real wonder of the school is the belief on which it is built – that it should be free from religion and open to all.

It’s a very strange thing. At a time when almost all education was under the care of priests (or brothers), there was one Rev Hutchings who did not want to impose his religious beliefs on the local populace.

When Hutchings first petitioned for a “free school”, his aim was to provide a school to educate, feed, and clothe orphans and poor children. It wasn’t about religion – only about education.

Yes, there was a bit of “free” in the financial sense. Only those who could afford it were asked to pay $3, $2, and $1 per year. Poor children were exempted.

The country has come a long, long way from then. Education standards have slumped. We have been dithering over the direction we want to take. Sports in schools is no longer a big thing. Few teachers believe in the power of sports.

Instead, religion has come into schools in a big way. There is a lot of emphasis on religious education and rituals, causing our children to drift apart from one another.

There really is a need for more new “free” schools – schools where education and sports are where the emphasis is.

 
Why Not? By Dorairaj Nadason is The Star’s Executive Editor.

The writer, who can be reached at raj@thestar.com.my, still salutes the gates of the school when he drives by. She is, after all, alma mater – the mother who nurtured him.

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Tuesday, September 27, 2016

Malaysia's vernacular schools not the problem

Those who oppose vernacular schools ... are driven by their desire to produce a society moulded in a way that they desire. Please keep element of choice for both parents and students.


AMONG those opposing vernacular schools, you can detect one umbrella argument that is continuously used by many parties. They say that the existence of vernacular schools is a threat to national identity and a hindrance to unity. Their fear is that this student segregation will lead to a fracturing of our society.

I disagree with this view. I think they confuse the purpose of education and there is also a lot of hypo­crisy going on.

Let us firstly look at the concept of schooling. Historically, the entity known as a school has its origin in Prussia in the early 1800s.

At that time, Prussians were looking at methods to produce citizens who would loyally work and fight for causes determined by their rulers. So they devised a system where, from a very young age, their citizens were trained to live a regimented life.

It did not matter what your abilities and interests were. As long as you were of the same age, you would be grouped together and forced to learn subjects determined by the elites.

Like the military, there was heavy emphasis on leadership by head teachers and teachers, while students were mere recipients of what was taught to them. That regimentation remains as the nature of modern schools.

After two centuries of bureaucratic evolution, schools these days are not about providing holistic education to support the child’s individual growth anymore. Instead it is about producing cohorts of citizens who can be easily grouped and compartmentalised.

Every one of us who went through the modern school system has been compartmentalised into groups based on our exam results.

And that is also why it has become the norm for those in power to use the school as a tool for social engineering. From day one, since Prussian times, the purpose of a school has always been about social engineering. Yet the vast majority of people today confuse schools with education.

In reality, you can still get an education without going to what have become our traditional schools. Education can be obtained from home, or in informal groups that come together for what is today known as “home-schooling”.

More interestingly, there is also a global interest in concepts such as unschooling, Sudbury schools, and democratic schools.

Those who oppose vernacular schools usually do not argue about the quality of education received by the students. They are not driven by the desire to catalyse social mobility by ensuring everyone has access to quality education. But they are driven by their desire to produce a society moulded in a way that they approve of.

The elites have a concept of what they feel society should be like and they want to use the Prussian factory-like model of schools to produce underlings who behave according to their pre-determined mould. To legitimise their mould, they label it as unity.

Note that their desire for unity has nothing to do with education. Their focus is on schooling. And this is where the hypocrisy creeps in.

Many of the people who want to promote their mould of unity have never attended any of our government schools. They don’t even send their own kids to our schools.

They step into our schools perhaps for a few hours a year for hyped-up visits, yet they speak as if they really know. More amazingly, they speak as if they actually have faith in our school system when their actions show otherwise.

In reality, these elites campaign for something that will never affect them. When it comes to their own families, they send their children for a “better” education elsewhere.

They want to limit our choices on schools because they know that they can always pay their way out and send their own children to a school of their choice.

This is the tragedy of some of the privileged. Instead of looking for ways to make sure everyone can afford school choices like them, they want to kill choice for everyone who cannot afford to pay.

Let me pose a rhetorical question.

If unity can only be achieved by making students from different backgrounds come together in one school, then why do they just want to close vernacular schools?

To be specific, data shows that Chinese schools have higher ethnic diversity than other schools. I can think of many non-Chinese schools that are completely mono-ethnic. If we are objective, it is not the Chinese schools that need to be closed down.

This is why I say that there is a lot of hypocrisy in the debate. Worse, that hypocrisy is clouded by confusion about whether we want to educate or we just want to have factory-like schooling.

The vernacular school debate is a debate of the elite. For us common people, our sole desire is to be able to provide our kids with quality education.

It is possible to provide school choices for the commoners, such as by using school vouchers so that choice is provided but schools are still free for the students.

Of course, it will take time to move towards this choice-based system. Until we get there, I beg the elites to stop trying to kill what few choices remain for us poorer citizens of this country.

By Wan Saiful Wan Jan The Star

Thinking Liberally


Wan Saiful Wan Jan is chief executive of the Institute for Democracy and Economic Affairs (www.ideas.org.my). The views expressed here are entirely
the writer’s own.

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Friday, April 1, 2016

Government refusal to recognize the UEC due to 'national sovereignty', Kamalanthan said

 
School activity: Liow (right) with Eco World Foundation chairman Tan Sri Lee Lam Thye (with cap) and its CEO Capt (R) Datuk Liew Siong Sing (on Lee’s right) with students from SJK(C) Bukit Tinggi after Eco World handed over its donation of new canteen tables and benches to the school.

Liow: Retract UEC statement


BENTONG: MCA president Datuk Seri Liow Tiong Lai wants Deputy Education Minister Datuk P. Kamalanathan to retract his remarks about the Unified Examination Certificate (UEC).

He said Kamalanathan’s statement in Parliament that the Government’s refusal to recognise the UEC was due to issues of “national sovereignty” was never discussed in Cabinet meetings.

Kamalanathan and Muhyiddin“I urge Kamalanathan to retract his statement. This has nothing to do with the sovereignty of the country.

“This is his (Kamalanathan) personal view and not the Government’s. He may not have had the necessary information when he commented on the matter and this might mislead the public,” he said at SJK(C) Bukit Tinggi here after witnessing the handover of new canteen tables and benches yesterday.

Liow said if Kamalanathan did not understand the issue, he should have let Deputy Education Minister Chong Sin Woon explain it, adding that the statement might hurt the Chinese education system and the nation.

“The Education Ministry and the Higher Education Ministry have been in discussion over the recognition of the UEC,” he added.

Liow said the matter was discussed by the Malaysian Chinese Education Consultative Council Committee, comprising the United Chinese School Committees Association (Dong Zong), United Chinese School Teachers’ Association (Jia Zong) and Federation of Chinese Associations (Hua Zong), among others.

Responding yesterday, Kamalanathan maintained that his answer in Parliament was based on a Cabinet decision and not his personal view. His parliamentary reply was “verbatim” as per the Cabinet meeting on the matter on Nov 6 last year, he added.

However, he said it did not mean that it was impossible for UEC to be recognised.

“We (Education Ministry) have never closed the door on discussing (such) matters with any organisation because it is the ministry’s and everyone’s hope to see an improvement in the quality of our national education,” he said.

In KOTA KINABALU, Liberal Democratic Party president Datuk Teo Chee Kang said he was puzzled by Kamalanathan’s remarks in Parliament linking recognition of the UEC to national sovereignty.

“I regret that in answering a question in Parliament, the Deputy Minister said that the Government will not recognise the UEC for reasons of national interest and sovereignty.

“I wonder whether he knew what he was talking about. I cannot understand how it is related to national sovereignty,” he added.

- The Star/Asia News Network



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