health and physical

1.0     Introduction

Food is the most important resource for our body, it provides us energy. Not only that, it also helps our body develop, and grow. Healthy eating means eating a variety of foods that give the nutrients we need to maintain our health, feel good, and to have energy. These nutrients include protein, carbohydrates, fat, water, vitamins, and minerals. Nutrition is important for everyone. But we need to have a healthy eating pattern in order to maintain our good health and well-being. It is a lifetime benefit of good health and well-being if we were to maintain healthy eating patterns. Healthy eating should start from childhood. Most research shows that most adults that are obese began from an overweight child.

Physical activities are also important for growing healthy and for development. It also plays an important role in the well-being, quality of life and health of the students. Having regular physical activities during childhood helps develops bone density, cardiovascular fitness and their strength. Benefits from being active physically, can prevent chronic diseases later in life. Also, if routine physical activities are done it can prevent children from becoming obese.

Since the 1980’s, lesson has been conducted through our curriculum in the subject “Pendidikan Jasmani dan Kesihatan”. In this subject, students were taught on healthy eating and how to perform physical activity. These two subjects are a must to be bounded together. Physical education needs to be taught in order for the students in boosting their development. It is through physical activities that children learn on how to stay fit and healthy. Besides having their body healthy, it also helps their brain to function efficiently. When the brains functions efficiently, therefore, the students will be able to think better and decreases stress. Physical education also benefits the children socially and psychologically. In a social way was when during the activities are conducted; students will be amongst groups of other students and perhaps from other races will help them attain friends. Having healthy relationship with other people will help us understand and respects their cultures and beliefs.

As stated on how it is important to have healthy eating and physical activities to be conducted side by side, where else better to start than in school, be it primary or secondary.

2.0     Analysis on current dietary habits and physical activity behaviours in SKPP(1)

An interview and observation was made with the cooperation of Puan Azizah bt Ayub, Senior Assistant of Student Affairs in Sekolah Kebangsaan Puteri Pandan (1). When asked on how are the eating habits of the students in the school, she said, observation from  her side are that, during recess, 80% of the students will buy their food from the school canteen whilst the other 20% brings home cooked food. For students that came early from home will usually take their breakfast at the school canteen. After school, for students that are picked up late either by parents or by their school transport, will buy snacks from the school canteen. She further explains that, most of the students here will bring pocket money of at least RM3 to RM5 per day. But, there are students who do not take their meals at school even during recess. When they are asked why, the answer is just they don’t have the appetite.

The students in the school prefers eating hotdogs, nuggets and French fries rather than the usual ‘kuih – muih’ consisting of curry puff, ‘pau’ and ‘seri muka’ that are sold by the school canteen. During recess, when observed, the students mostly will opt for ‘nasi lemak’ and ‘laksa’. The school canteen does sell ‘rojak buah’, ‘bihun sup’ and ‘mee goreng’.

Puan Azizah added that, the school does sell fruits at one time, but it is not a favourite between the students. So eventually, they stop selling them. But then, she asks them to substitute it with fruit drinks in order for the students to get the needed nutrition.

That is the reason why, most of the food sold, consists of what the students prefer to eat and not what they should eat.

The students during recessed, when observed does the normal activities children do. Skipping, playing games such as skipping rope, ‘tukar tiang’ and ‘teng-teng’. Puan Azizah said that the school conducts their own co-curricular activities in order to keep the children active. They will also have their co-curricular activities every Wednesday after school. Participation from the students are gratifying. Besides that, they will have “Pendidikan Jasmani dan Pendidikan Kesihatan” twice a week during lesson.

3.0     Current implementation of health and physical education in SKPP (1)

Puan Azizah explained when asked what are the implementations that are done in the school to promote healthy eating and for the students to be active in physical activities, she said that good eating habits and physical education is inserted inside the curriculum itself, ‘Proses PNP’. As referred to one KBSR text book for Year 5, there are a topic that covers on good eating habits.  Puan Azizah further explains, that the school will held a “Program 3K’ once a year. The program is an overall programme that covers the topics on health, hygiene and safety. During the held programme, they will invite lecturers from outside to give talks to the students on ingestion and on good eating habits. They will also have another programme that is done once every week. That is “Slot Keselamatan Makanan. This slot started in 2011, and the main purpose is to inform the students on what kinds of food that is safe to take. This is another effort by the government, Puan Azizah added in ensuring that the students are well aware of the food that they are taking each day, what are the goodness and also the downside of it. It also teaches the students on food poisoning and why does it occurs. For this slot, the government has provided a booklet “Nota Keselamatan Makanan” [Appendix A] on what the school should talk about each time this slot is held. The school also has an implementation schedule on healthy eating habits. The purpose is to ensure that instructions on the schedule is implemented and followed religiously throughout all the individuals in the school.

Our government has been putting efforts in promoting healthy eating in schools and setting out guidelines on how the school should implement healthy eating. The Ministry of Health has published several books on guidelines for the school to follow. Such as “Panduan Nilai Kalori 200 jenis makanan”, “Garis Panduan Pelaksanaan Program Vitamin 1Malaysia di Sekolah Rendah” and “Pengurusan Kantin di Sekolah”.

No exception for SKPP (1), Puan Azizah implemented healthy eating through these guidelines that are given by the government. “Panduan Nilai Kalori 200 jenis makanan” [Appendix B] is to advice the teachers on what and how much calories there are in different kinds of food. Also, the booklet also gives the advantages to both teachers and students on what kind of food intake that they should have that is not high in calories. From these guidelines, both teachers and students will be able to assess on their own the amount of calories on what they are eating. Furthermore, with this guideline, the school will be able to prepare proper menu that ought to be served for the students in the school.

Besides that, there are guidelines on 15 types of food that are not to be sold at school and the list of 70 types of food that are limited to be sold in school.

“Pengurusan Kantin di Sekolah” is another guideline given by the government. The purpose is to manage the cleanliness of the canteen be it on the foods or the premise itself. Puan Azizah received the new booklet on these guidelines on 18 January 2012. Besides that, Puan Azizah added the school also puts up posters all around the school about eating healthy and the goodness of it and also on the school bulletin board on health information.

When asked how and what are the roles of the teachers in the school in implementing healthy eating habits for the students, she explained that they implement it through curriculum during class schedule on “Pendidikan Jasmani dan Kesihatan”.

Back to physical education done in the school, the only implementation done is during PE lessons and on Wednesday’s during the after school’s co-curricular session.

4.0     Strength and weaknesses on the implementations done

As observed, the implementation done by the school is appropriate. Steps given by the government are followed and delivered to the students in accordance to the guidelines. But the methods done even if it is by routine, the subject are not stressed out and a child has the tendency to quickly forget. The method of having posters on school walls and put up on bulletin board is good but how often do you see a student stop to just read the notice and posters? Also, when observed at the canteen, food sold there some of them are listed under the list of food that are not encourage to be sold to students in school. Even as said by Puan Azizah, the food sold at the canteen is monitored by the school but it is not emphasized thoroughly to the canteen operators. What is seen is that, they are likely to sell food items that are profitable to them without the concern of what the children are supposed to eat. It is a good thing that the school also has an implementation schedule on good eating habits but even if the schedule is done accordingly but not emphasized, and then the goal is not achieved. The implementation is handled only by the HEM herself, maybe due to the amount of students of only 260 people [Appendix C]. Therefore the goal cannot be fully grasp. Proper documentation is not available, as the school only implement it through booklets given by the government. On the physical activity side, intensively done only on Wednesday during their co-curricular activities and during the school’s 1 Student 1 Sport session or on any other day that the students has their 30 minutes to 1 hour lesson of PE is the only physical activities that are implemented in the school. The 1 Student 1 Sport policies [Appendix D] that was implemented in schools, by the government is to be conducted alongside the normal co-curricular activities that are currently executed. This is to ensure that all school children to be active and participating in sports. The school has organized a committee for these purposes and had prepared a schedule on what is to be followed when the activity is conducted [Appendix E & F] During these sessions, the school teaches the students on the basic movement of sport games in order to develop student’s motor skill towards the game also physical activities taught in school are according to the student’s capability and age. This is to help the students acquire the needed skills to be used in any sports activity or in their daily routine throughout their life. For example teaching the students to throw balls in groups in various ways teaches them the very basic movements in volleyball or netball. Another example such as having the students walk from one end to another while balancing beanbag on their heads, is teaching them to balance their walk either for gymnastics. As in gymnastics, they will need to know on how to balance their body on a balance beam.

5.0     Suggestions on strengthening the implementation into promoting healthy eating and physical activities.

In order to promote healthy eating the school needs to take extra effort and time to emphasize the needed information and strategies to students, teachers and also canteen operators. First off they will need to set up a menu according to the food pyramid for the student as well as to make it profitable for the canteen operators. Focus more in choosing food that are rich in nutrients. Always encouraged the students to choose food that are healthy for them, such as, colourful vegetables, fruits to be substituted as snacks rather than candies and chocolates, food with less fat and sugar or to drink milk rather than drinking cordial drinks. Another way is to try using positive approach by telling the students that all kind of food can meet the needs of a balance diet. There is no good food or bad food. The key to healthy eating is in choosing and intakes of food moderately. Teach them on how to eat healthy in a simple way, for example having yogurts or milk can help in strong bone development or tell them that by eating carrots can help your eyes see well in the dark.

The current implementation is correct and what needed is to emphasize on the subject. The school need to have more talks and seminars not only within the students of the school but also together with the cooperation of the PTA, to invite parents to join in the talk. This is to make the parents aware of what healthy eating habits are and what it does on the physical growth of their child. Another way is to have a student teacher talk, where the school accommodates one period of time for the teachers to give out information’s and teaches them in depth on healthy eating rather than just relying on the subject of HE that is there in the text book. The school can also call in professional athletes to come in and give talks on benefits of physical activities and how it can be sculptured to be as a career.

The school can also make time for a field trip for the students to project school such as to “Sekolah Sukan Bukit Jalil” to show them the benefits of healthy eating combined with physical activities. They can make field trips to Institut Sukan Negara, where they can visit Sports Nutrition Centre. This centre provides nutrition service to national athletes including nutrition assessment, by visiting the centre; the children can catch a glimpse of what and how the athletes consume in order to be at the optimum level of health.

On the physical activity side, the school focus on the 1 Student 1 Sport policy is a good step towards good health for the students, but the time is short and after school, most children will be tired after long day of school since morning. What the school can do is to make time in the morning for 10 – 30 minutes twice or thrice a week just to have a simple aerobics or exercise to freshen up the students besides just having PE lessons that are in the syllabus.

Schools are to have a canteen committee that consists of school teachers including canteen operators’ need to play their role in upholding the trust of making sure that healthy food are served to the students with the District Education Department monitoring that they abide to the regulations provided. 

6.0     Conclusion

When combined with being physically active and maintaining a healthy weight by eating well is an excellent way to help our body stay strong and healthy. In physical activities, all ages and abilities have a range of benefits offered as part of living a healthy lifestyle. The Ministry of Health, from time to time has been putting in effort on finding all sorts of latest methods and approach to organizing health promotion including conducting campaigns on living healthy that is more society friendly together with having active participation in all of activities conducted in order to sculpt a healthy and active citizens. Therefore as a medium, educational institute, with the help of teachers and parents will need to realize this vision. Children has the tendency to follow what the adults do, so, in order to set up good examples, we have to learn and make use of what is in healthy eating and to do physical activities as a routine in our daily lives.







REFERENCES
Nutrition, Physical Activity & Obesity: School Health Guidelines to Promote Healthy Eating and Physical Activities. (http://www.cdc.gov/healthyyouth/npao/strategies.htm) 

Buku Panduan 1 Murid 1 Sukan, downloaded from (http://www.moe.gov.my) on 16th March 2012
Nota Peringatan Keselamatan Makanan downloaded from (http://fsq.moh.gov.my) on 16th March 2012.
Panduan Nilai Kalori Jenis Makanan downloaded from (http://www.moe.gov.my) on 16th March 2012.
Puan Azizah binti Ayub (GPK HEM) Sekolah Kebangsaan Puteri Pandan 1, Kuala Lumpur, interview conducted on 7th March, 2012 at 12.30 p.m.
Puan Som binti Bohdin (GB) Sekolah kebangsaan Puteri Pandan 1, Kuala Lumpur, interview conducted on 7th March, 2012 at 1.20 p.m.
Puan Sa’diah binti Hj. Ismail (GPK KO-KU) Sekolah Kebangsaan Puteri Pandan 1, Kuala Lumpur, interview conducted on 7th March at 1.40 p.m.

1 murid 1 sukan di SRKPP(1)

QUESTION A

To realize and to bring forth a healthy individual and community, The One Student One Policy (1S 1S) was launched on 2 July 2011 at Taiping Municipal field by our honourable Deputy Prime Minister Tan Sri Muhyiddin Yassin. This policy is to meet the two-prong objective in completing the scope of school development to bring forth a student that is physically, emotionally, spiritually and intellectually balanced. It is a good implementation for our today’s students because, along the way they have eventually lost their will and interest in sports, mainly because, they think it is not important and due to our education assessment are exam oriented. Another reason for this lack of interest is from parents that have the opinion saying that co-curricular is not important because it does not have any future in it. With some schools giving more attention to curricular rather than co-curricular contributes to the lack of interest in students.

What is One Student One Policy? An interview is conducted with one Puan Som binti Bohdin, the Headmaster in SK Puteri Pandan 1, Kuala Lumpur. She explained on the implementation of One Student One Sport policy by the government, is a good step towards achieving the goal of producing intelligent and healthy individuals. By having a healthy body, it stimulates intelligent and clear thinking. Because by making it a compulsory for all the students, will balanced them physically and academically. Because today’s requirement if a student wants to attend boarding school, selections are made not just on their academics but also on their co – curricular activities as well. Even for high school graduate when want to enrol any college or institute, will be based on both their academics and co – curricular activities. 40% of grades are given in co – curricular and the other 60% are on academics. For example, if a student with good and active co – curricular background and only scores 4A’s and 1B in their UPSR, might easily be accepted in a boarding school rather than a 5A’s students with no co – curricular background. This policy brings out the leadership in the students, how they manage themselves and on their appearance.

  

When asked on how does, this policy was implemented, Puan Som explained that this policy is different from the regular co – curricular activities. In co – curricular activities, students are required to take on 3 areas of which 1 of 1 areas pertaining of sports, uniformed bodies and clubs. Whereas for One Student One Sport, it is an extra time provided specially for the school to strengthen the school ETOS. Every school selects different games for their school, and as for SKPP (1), the games chosen are volleyball, netball and athletics. This policy ensures that every student have at least one sport that they are capable at. At the same time, the regular co – curricular activities are still carried on.

Puan Som added that this policy is exemplary because the students can use the skills that are implanted in them for use when they went to high school and so on. If to increase or upgrading skills, this policy is obligatory and necessary. But this has to be kneaded by early training. It benefits not only for the students but also for the school, when they are chosen to represent the school in any tournament that are held.

The One Student One Sport Policy is explained further in depth by Puan Sa’diah binti Hj. Ismail, the Senior Assistant of Co – curriculum in the school.

She was asked on the rationale of implementing this One Student One Sport Policy, and she explained that the rationale of it is that all sports activities is a part of education transformation undertaken by Ministry of Education Malaysia. MOE desires that sports are to be given recognition, support and the same incentive as it was given to extra-curricular activities and academics. The reason is to develop and create a balanced student, physically and mentally. 1S 1S policy also contributes to boost the spirit of goodwill, understanding and tolerance. It also helps promote healthy competition and therefore improve the moral and physical value that will give way to the right base or platform in integrating various ethnic groups and races as one solid nation and also to foster the spirit of patriotism. 1S 1S is also seen as an opportunity for all students to engage in sports that are much more organized and balanced, this is towards promoting a society that are highly competitive.

On the topic of what are the aims of 1S 1S in the school, she states that, it is into developing human capital through comprehensive participation amongst fellow students in the school throughout the year. With the first aim being implemented, therefore the school will be able to achieve the second aim of nurturing the sports culture amongst the students in order for them to continue being members of the community practicing a healthy life style.

Puan Sa’diah continues on with the concept of 1S 1S policy in the school saying that, the National Educational Philosophy is aiming in bringing forth an individual who is balanced and harmonious in terms of intellect, spiritual, emotional and physical. In order for this, this policy is to support the NEP to gain access to all students to benefit from their involvement in sports specifically for students who are passive or inactive. The policy is also to encourage and build up sports in school towards increasing enrolment of the students into at least one type of sport. The concept also gives way to all students who have the talent and potential to be polished onto higher level.

Principles of implementation according to Puan Sa’diah is to ensure that each students including those with special needs does not have health problems and it is compulsory for each students to at least be involve in one sport. This policy is compulsory for all Year 4 to 6 in primary schools and transitions and Form 1 until 6 if in high school. However for those who are in preschool until Year 3 is encouraged to join in 1S 1S according to their schools capability. Students can participate in more than 1 sport according to their capabilities and choice of sports offered by the school or the ones that are conducted with the knowledge and permission from their school. The basis of 1S 1S is the execution quality on the subjects, health and physical education (PJK). All resources of the above subject are to be used for the implementation of this 1S 1S policy. The most important aspect is that on active participation by all students in the sports activities. Involving in sports activities is the basic to intellectual, spiritual, emotional and for student’s physical development. Parents and others or sports partner are encouraged to contribute to the school’s sports development. Lastly, every school that already have their own infrastructure, facilities and sports equipment must optimized the use in order to increase active participations from students.

Every policy must have the objective on why it is constructed. Puan Sa’diah explains that the objectives of 1S 1S in the school is to improve physical fitness, developing character, self-esteem, discipline or moral values, to nurture unity amongst races, to establish sports culture amongst the students, satisfy the natural instinct of students in physical activity, providing balance between the academic needs with physical needs and to provide a base or platform towards achieving excellence in sports.

QUESTION B

Government’s implementation of 1S 1S in schools throughout Malaysia would not be a success if it does not have the cooperation from fellow educators and staff members. Puan Sa’diah and Puan Som agree to that. She was asked, how and what are the commitments done by the school to making the 1S 1S policy as success.

Puan Som started by telling that each school will choose their own sports according to capability. SKPP choses athletics, netball and volleyball. Due to the small number of students and teachers in the school [Appendix A]. Puan Sa’diah added that, the reason they chose these 3, is because, volleyball and netball requires a team, and therefore, more students are required to play rather than for example badminton, requires only 2 – 4 players. And because of the number of teachers are limited, it is much easier to handle the students if they are in a group. She added that, the activities are done every Wednesday after school. They will have co – curriculum activities from 2 p.m. and 1S 1S will continue after that until 4 p.m. [Appendix B(ii)]. Each activities will be set to be at the specific location within the school each time it is held [Appendix B(i)].

The school starts the 1S 1S from primary 3 rather than starting from primary 4 as stated in 1S 1S as compulsory and primary 3 voluntarily. The school are given an annual calendar on to do activities by the MOE. From there, it is used as guidelines for the teachers to continue the implementation of 1S 1S in the school [Appendix C].

They are first to hold a meeting and to appoint members of the committee in carrying out the policy. [Appendix D]. In the annual calendar given by the MOE, is the annual activity plan. From there the teachers will construct their own planner of activities, with dates on when it is to be carried into effect. [Appendix E].

The education department provides syllabus on how to conduct the games starting from the basics. For example athletics, they will follow what is in the syllabus and conducts it accordingly, by using the technic ‘ansur maju’. Besides that, the elected teachers for the 1S 1S policy will be sent for courses by the school to feed them further information about the game and skill enhancement. This is to provide better and stabile information for the students.

The ‘ansur maju’ technic is done to teach students who are not familiar with the game and also to grab attention of those students who are still timid and unconfident in joining the activity. It is taught from the basic until the child is good with the skills taught. For those who already know how to play the sports, this technic teaches them on the proper rules and regulation and safety when playing the game. Each time 1S 1S is conducted, one set of basic technic will be taught.

Teachers who are to teach and implement 1S 1S must have the basic technic and must be interested to take part. As mentioned by Puan Sa’diah, all teachers know the basic of the game and how to play it, only PE teachers knows in depth of the game. Therefore when picking out teachers who will be teaching the games, the school will do careful picks, and enquires from the teachers on the techniques on how to play the game. The school doesn’t want to risk taking teachers who does not have knowledge about the game, because they wouldn’t want the risk of injuring the students. It is better if appointing one teacher for the game; they are well versed with the game, because when teachers are familiar with the game, students will want to learn. If appointing teachers who do not have interest in teaching the game, then he or she will not go full throttle in delivering the proper message that they are supposed to and the students will get bored. The school required and make it a compulsory that all teachers who are involve in this policy are to write in reports on what are done when the activity is conducted. This is to monitor the students’ progress from time to time on the games that are taught.

Puan Sa’diah was asked on ways of apprehending students who don’t have the interest in 1S 1S. “…dari pemantauan saya, tiada masalah dari maksud tidak berminat, kerana kanak – kanak suka bermain, jadi walaupun selepas waktu sekolah, masih ramai yang mahu terus tinggal di sekolah walaupun setelah waktu sekolah tamat”. According to the report and attendances taken, 95% of the students were present on Wednesdays for the activities. If there are students who did not attend, are on the reasons of attending religious school in the afternoon for the Muslim. The school ensures that they still attends the 1S 1S by alternating between the school and 1S 1S, by informing their parents the importance of the policy for their children’s future and study records. Or the other reason of not attending is because of sickness. But the school ensures that the parents provide a written letter on the student’s absence.

The 1S 1S policy objectives one of them is to ensure that all students including the ones with special needs are required to participate in 1S 1S. Puan Sa’diah confirms it. Puan Sa’diah was asked, is there any special needs student in this school, she answered yes. She further informs that the student was born with bone defect. When asked on how does the school conduct the activities for the special needs? She said that, they will acquire a letter from the student’s doctor saying if she is fit to participate, and if yes, how further can she participates. The teachers will cater alongside on how the activities should be done with the permission of the parents for the students, being careful not to push over the student’s limit.

Moving on to games, the example taken is on athletic. The game is being conducted by one Encik Hamdi Mohd. A brief interview was done and he was asked how he attracts the attention of his student to be interested with the athletic games that he is conducting. He told us, he would make it like play time, and after all, games are supposed to be fun. He doesn’t want to stress the students further by way of teaching that bores them. Because it is after school time and they are tired from morning. The policy is to attract more children to participate and not to bore them. The syllabus is still followed, but he tries to put the fun in it. Children’s love to play, in order for them to enjoy the lesson he makes it like a game. But he will ensure that while in that, the students understand what he is trying to teach. How it is done? He will explain to the students why the activities is done like this, and for what reasons. He was asked, should it rain, and then does the activity still be conducted? He said yes, indoors, by taking notes or by doing just demonstration, where the children take turns to do it. Usually if he wants the students to do the demonstration practice he makes sure that it doesn’t involve heavy jumping or running because of limited space when done indoors.

When all teachers involved were asked on what are the good thing of implementing this policy, all of them agrees on the matter that healthy and active bodies, generates intelligence. Added by Puan Som, with 1S 1S focusing on the students, it will ensure that the students have at least one sport that they are good at. She said further added that if to intensify skills in sports game, 1S 1S is a sure way on doing it.

Moving on to Puan Sa’diah, her opinion on 1S 1S is that 1S 1S is a good implementation, because the games are taught back from basic. Co-curricular games even from basic, but time is not sufficient, and it is only done twice a month alternating it with co-curricular clubs. 1S 1S is done every week, therefore the growth and advancement of the students are seen and monitored. The results of the implementation can be seen.

As for Encik Hamdi Mohd, his opinion is that, when the policy is implemented, training is done right from primary 3 until 6. So, should there be any tournament the students are ever ready to perform their best rather than practicing only one or two month before. And the other goodness of 1S 1S is, there will always be generations of athletes in the school.  

It only simply concludes that, this policy brought up by our government is a fine step towards health education and to make all people realize that, it is not just academics that are important. The step taken by the government on this policy is like ‘killing two birds with one stone’. The reason being is that, not only the students are healthy, but the country also generated new athletes. But all steps taken by the government needs to have full support from the educators and staff members. They are the ones who will make this policy a success. They will need to be creative in inviting participation from the students. Students also plays a main role in making this policy a success, they need to be ready to face any challenges in order to ensure that the country will always prosper, for they are the ones who will determine the glory of Malaysia

(2,843 words)

5.0     References

1. Puan Som binti Bohdin; Headmistress, Sekolah Kebangsaan Puteri Pandan 1, Kuala Lumpur.
2. Puan Sa’diah binti Hj. Ismail; Senior Assistant for Co-curriculum; Sekolah Puteri Pandan 1, Kuala Lumpur
3. Encik Hamdi Mohd; Guru olahraga 1 Murid 1 Sukan; Sekolah Kebangsaan Puteri Pandan 1, Kuala Lumpur
4. (no author); Buku Panduan Pelaksanaan Dasar Satu Murid Satu Sukan (1M 1S); Cetakan Pertama 2011, Bahagian Sukan Kementerian Pelajaran Malaysia.

APPENDIXES

                                                                                                                        PAGE

APPENDIX A                                                                                                    13

APPENDIX B (i & ii)                                                                                        14

APPENDIX C                                                                                                    15

APPENDIX D                                                                                                    16

APPENDIX E                                                                                                    17

APPENDIX A

APPENDIX B (i) & (ii)

APPENDIX C

APPENDIX D

APPENDIX E

Multicultural education

1.0     Introduction

 Multicultural education is an idea, an educational reform movement, and a process (Banks, 1997). The purpose of multicultural education is to seek and create education opportunity to all students, despite race, genders, ethnics and minority groups. Malaysia is a developing country and comprises of multi-races society. We want our children to have good perspective of other culture and races in order for them to respect and acknowledge. The educational system should not imply prejudice in schools. Multiracial education is seen as an opening of offering to the students for an equitable educational opportunity.  If we are to dismiss multiracial,  we are dismissing the ideals of equity and social justice for our multicultural country. Therefore our government had created a philosophy based on policy documents and our ideology with accordance to our multi – ethnic society.

The government came up with the National Education Philosophy. The philosophy is created with the combination and integration of our Rukun Negara, National Economic Policy and National Education Policy and taking into account the cultures of the Malaysian society.

It has been a continuous process since our independence, in line with our country’s development. After several careful studies, the government came up with the Rahman Talib Statement 1960. Due to the vast growth of our country and to meet the era of science and technology together with the National Economic Policy, another committee was formed with their main objectives are to achieve the national unity in our multi-ethnic society and also to increase the sense of patriotism, producing skilled manpower for the nation development. And on 7^th November 1979, the Cabinet Committee issued a report that was known as Review of the Implementation of the Education Policy. With that, is the beginning of the formation of our National Education Philosophy. And on 1988, was introduced in writing by the Education Ministry.

The National Education Philosophy : -

"Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large"

The interpretation of the philosophy and it is quote “produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief and devotion to God…”. Malaysia is multiracial, we have Buddhism, Hinduism, Christianity and many more, are freely worshipped and embraced even though with Islam being the official religion of Malaysia. The main objective of NEP is  “to produce Malaysian citizen that are capable of achieving a high level of personality wellbeing to contribute to the betterment of the nation, family and society” A holistic development must be apply to integrate all of the individual’s potential through education, where as a medium, to bring out the most out of an individual’s positive attitudes to enjoy peace spiritually and are always ready to face life challenges.

NEP says, “Such an effort is designed to produce Malaysian citizens’, who are knowledgeable and competent...” from the phrase above we can understand on what the government wanted to strive and to give out in education for its citizens.

“….. but what makes education a reality is a personal relationship between teacher and pupil, and with personal relationships no questions of equality can arise.” [40]

Bryan Wilson, (1975, pp.39-61)

Educators must not be influenced by prejudice, biases and racism while maintaining respect to the student’s cultural beliefs. Educators have to practice equality which is providing the same amount of educations to all of the student despites the race and culture. Educators also must practice equity whereby each student might not have the same acceptance level as the others. Despite the equal level of education through the classroom, educators must also make sure that the slow learners also get what they were teaching.

2.0     Challenges faced in teaching in a multiracial classroom/school

2.1       Cultural Differences

Malaysia has multiple races and culture. These differences might cause misunderstanding and poor social adaptations among students. Chinese are most likely to mingle with just Chinese due to their culture that embeds individual growth rather than collective growth. Malay will always play with Malay during recess because most of the leisure time games such as Congkak and Batu Seremban are Malay’s game. Indian are more on personal orientations to project social harmony within its culture. These beriers will eventually effect classroom integrations that might cause challenges to the educators.

2.2       Language Barrier

Currently, our educational system utilises the national language as the medium of instruction and unfortunately most of our students are still comfortable with their mother tongue. Language barriers often go hand-in hand with cultural differences, posing additional problems and misunderstandings in educational institutions. When a person speaks little of the national language or English, they might or can be intimidated and frustrated when trying to communicate with other races.  Students may act like they know what is being said, but in fact, may not know what is actually being discussed. We need to realise that it contributes to the lack of productivity, mistakes being made or general lack of trust between the students and with the educators. Mostly, we are used to using lingo, slang or jargon that is then, without us realising it would create difficulties for other students from other races. For example, someone not familiar with an expression could easily misinterpret the term that actually doesn’t really mean as what is said. Also some Malay sayings are not interpreted by other races correctly. As when asked to one high school student from Sekolah Menengah Puteri Ampang, Sophia Fatimah, 15, she stated :

“One of my Chinese friends does not understand the Malay saying ‘curi tulang’. She taught that it literally means someone stealing a bone.”

She also states that when her Chinese friend told her that she is her ‘Puhng yao’, she thought that it meant that she was her ‘penyu’, means turtle in Malay. Which is correctly when translated ‘puhng yao’ means friend in Cantonese.

Turning to another pupil from primary school, SK Puteri Pandan (1), Shana Norhazian, 11, she said that :

“I was jokingly telling my Indian friend to ‘berambus’. She asked me back what is the meaning of ‘berambus’? I told her it is like saying to go away. In which she thought, that it means broom or ‘penyapu’ in Malay.”

The case study shows that even now, the problems faced are still the same as it is in the past. Be it in high school or primary. It is not saying that they do not want to learn, but they are not given the needed exposure to do so.

2.3       Religion Differences

“The Prophet (S.A.W) said, ‘No baby is born but was born in a state of pure and clean nature of sin.  Then the parents who will make them Jews or Christians or Magian’
[Hadith Riwayat Bukhari]”

Muslims parents always concern about who their kids mingle with. They afraid that if the kids mingle with Christians, they might be Christianised by their friends. So does other religion. This misconceptions always leads to conflict in classroom. Parents are preventing their kids to study together which then leads to uncooperative lifestyle.

Children came to school with many negative attitudes toward and misconceptions about other races ethnic groups and beliefs. (Aboud, 2009; Stephen & Vogt, 2004). Henceforth, if it is not properly managed, religious differences can become a source of conflict and tension for the students in one community or school.

2.4       Curriculum Pedagogy Implementations

Multicultural education emerged from the diverse courses, programs, and practices that educational institutions devised to respond to the demands, needs, and aspirations of the various groups. (Banks, McGee. C, 2010).  Multicultural educations is always to be misunderstood as a “Subject” rather than a process to be embedded into the curriculum pedagogy

2.5       Conflict of Interest within The Education Staff

Speaking of the truth, how many of us don’t want our race to be much superior then the others. These views always sometime create a conflict of interest within the educational system including the staff. Human Resources will hire only their “kind” to be the educator. Student Recruitment will allow more of their race into the institutions instead of giving the equal chances to the eligible candidates.

 How do we recruit or train our educators when they are faced with these kind of problems or conflict?  Are they sincere in admitting the equality of everyone is as the same? Or just being hypocritical just for the sake of upholding the philosophy? Educators are dealing with all of the perspectives, basics cultural assumptions and references of the cultural frame. How are these to be done?

3.0     Suggestions / Solutions

3.1       Overcoming Cultural Barriers

The idea is to implement, in school, the teaching on understanding the other cultures that is out there, as a cross-cultural experience. This is not only for the students but for fellow educators as well. In order for students to understand the social living conditions of other groups or races, they will need to learn about the culture and beliefs of the other groups or races. Therefore it can be implemented by organizing different activities and program with the cooperation of the PTA’s. Not only depending solely on history subject taught in school.

Activities that are conducted needs to create more opportunities and rooms for our children to mingle and socialize with their friends from different race and religion. As the words of our Tan Sri Muhyiddin Yassin, our current Deputy Prime Minister and Minister of Education, ‘all school’s need to take their own initiative in conducting certain programmes in fostering coherency, tolerance and diversity between their students’.

It should be done duly in all school activities and at all times and not just half way in order for the culture and practice to be adopted and continue. Be it in sports activities or academically, interjections must be based on the elements of coherence and diversity within the composition of the participants.

3.2       Removing the Language Barriers

Language barriers are a common challenge in multicultural education. It is nevertheless a two way process. As stated in the NEP, the goals are to produce individuals that are able to contribute to harmony socially and for the nation. Therefore having to understand what are being conveyed is important for good communication and to build up self-confidence in students. Educators need to have an approach to make these students understand what they are teaching so that they won’t be left out from education and won’t shy away from asking questions should they do not understand what is being taught. Educators need to be more sensitive to what they are saying and to enunciate clearly. Avoiding idioms is best. But if idioms are used, be sure to explain back to the students the actual meaning, so that they won’t be interpreting it wrongly. Constantly ask for clarifications should the students understand what educators are conveying rather than going on with the topic and assuming that all of them understands. This is important, for students to catch up on their education and understand on what they are learning. Always or try to be specific on topics taught, so that it won’t be confused by the students. Most importantly, be patient. We must not expect that the students understand you at the same ease when we are communicating with our own race. Educational institute must provide courses for educators to learn a second language that is specified for the needs of teaching multicultural students. Because, language is the main core in any education and itself depends on communication and on verbal coding of human knowledge.

3.3       Apprehending Religion Differences

Being the main religion and beliefs in Malaysia, Islam is also used as guidelines in upholding norms and or regulations in the country. But even if Islam is the main religion, still our respected government are not discriminating or belittling other religions that are practiced by its citizens. Therefore as stated in the NEP, “based on a firm belief in and devotion to God”. It is normal when students in one educational institute came in with fixed ideas on their own beliefs and how they see other religions. The way to tackle this is to engage in a dialogue. This is necessary although difficult, because we need the students to open up and to accept the positive side of other religions. It takes a lot of courage to do this but, when we see the students open up their thoughts, it means or demonstrate a shift of attitude. Another way is demonstrating the common values among all the religion so that the students will learn to appreciate it. For an example, made by Fr. Jamal Khader, Chairperson of the Department of Religious Studies, and Dean of the Faculty of Arts at Bethlehem University when he wrote an article for Common Ground News Service (CGNews) on “Overcoming Religious Prejudices Through Education” in 13 December 2011.

“When I ask my students, for example, to tell me what they like in the Gospel (which they read in the first week), some find it difficult to answer. So I rephrase my question: what do you find in the Gospel that will make you a better Muslim? This allows them to feel more relaxed and seek out elements of the Gospel that they like.”

(paragraph 6, line 6)

“Although, the section on Judaism is limited, we feel that the course tries to promote the common values of all three religions and that the students learn to appreciate Judaism as the first monotheistic religion or as the Muslim students put it: the first heavenly religion”

(paragraph 9, line 4)

Also as said by (Hackman 2005; Oakes & Lipton 2003; Sleeter 2001)

“Critical reflection and dialogue encourages self-interrogation and questioning of institutional practices that continue to suppress human potential”

So, even though a student might still believe that their own culture is still superior, but still there will be an understanding that other students will have the same thoughts in thinking that their own believes are superior as well. It is important that educators knows the positive way to tackle these problems and not being prejudice on either sides so that students can be more relax when dealing with issues of religion and they will want to take it positively.

3.5       Assimilate Multicultural Education in the Curriculum Pedagogy

Multicultural education has incorrectly been viewed as merely curriculum reform that involves the addition of content regarding diverse groups. It is, in fact, more comprehensive than this limited conception and is characterized by five dimensions: (Banks, 2004).

1)     Content integration

It is the way on how the educators use content and examples from different cultures to show the concepts principle and theories in accordance to the subject that they are trying to teach. The content must be complete and accurate and also acknowledging the perspective of all ethnics or races. Most importantly the content that are to be delivered must be free of prejudices, biases.

2)     Knowledge construction process

This is a way of educating the students by having them giving their own opportunities in forming their own opinion or interpretations of one subject with a different perspective from the usual literature. 

The first process is contribution approach. In this approach the focus is on inserting ethnic heroes, holidays and other discrete cultural artifacts into the curriculum (Banks, 1988). At this stage, educators will go beyond heroes, holidays or other cultural activities by adding substantial material and knowledge about what are being raised. This is the easiest step and commonly used in schools. This can lead into forming a surface of basic information into understanding of other cultures. The second approach is the additive approach. This approach is to add in the all of information’s on ethnic contents, themes and perspective into the curriculum but still having the basic structures of the curriculum unchanged. Educators may have a reading session on classical books on other ethnicity or races, but not only merely reading the content, but having them discussing on the topic or book that they are reading. The next one is the social action approach. This approach deals with important social issues, such as racism and sexism. It is to be addressed as part of the curriculum. All ideas and perspective from the students are brought forward as for their learning experience. It is not only limited to text books but also alongside with the media are given to the students to explore and discussed. The next step is the transformation approach. Transformation approach will have to be in restructuring or changing all that are in the curriculum, the perspective and the goals. By doing this, educators will be able to provide the students on viewing concepts, issues and also outcome from the eyes of the ‘other’ group of people. The educators will put in new material with the current framework of knowledge in order to provide the students new levels of comprehension based from a much more accurate and complete curriculum.

3)     Reduction of Prejudice

How to reduce prejudice for the ultimate aim of helping the students develop democratic attitudes, values and behaviours are by intercultural curriculum. Having them have positive contact with members of other race can reduce prejudice.

4)     Equity Pedagogy

This involves strategies and environment to help students from diverse ethnic, cultural groups and race to attain need knowledge and skills for them to create a democratic humane society. Equity pedagogy is abandoning the traditional environment of a classroom and also teaching strategies. By giving way to the students, the teachers are to eliminate the authority that they have. In this new environment, the student produces the knowledge. Implementation of this pedagogy, the students will learn on constructing their own knowledge on how they understand of the world around them and not only memorizing facts.

5)     Empowerment of School and Social Structure.

Occurrence of when the transformation of the school structure to enable or allow students from all diversity to experience the sense of empowerment and equality.

For the students to feel empowered, school must be reformed through change in the curriculum and testing procedures, as well as change in the actions and attitudes of teachers and administrators (Banks, 1993b).

From the above, henceforth, teaching and training techniques are and must be designed to help learners have multicultural competence and preparing them to have the ability of facing the multiple facets of multiculturalism. Honouring diversity must be included in the curriculum. The goal of it is to not see diversity as an expected uniformity but also desirable.

3.6       Removing the Conflict of Interest within the Educational Staff.

Educational staffs are the pillars in realising multicultural education. For that matter, it is important that they undergo appropriate training for further development of teaching, knowledge skills and attitudes when they are put to the task of educating multicultural students.

“Education courses for early childhood personnel should have elements in both content and delivery that address diversity of cultures” (Verma 2003).

 Educators must take a responsive approach in teaching these children. To help them understand how their actions might later may it be consciously or not on social inequalities in the society. This approach will help develop children self-conscious awareness in relation to society their surroundings. It is also vital that educators have the values of understanding ann to appreciate humanity, cultures and the natural environment interdependence. They must always practice mutual respect on whatever differences or qualities of other races besides their own. They must always acknowledge diversity as way of knowing not only ways of being.

4.0     Conclusion

Multicultural education should be given an in depth research in order for it to make it in the Malaysian market. Lots need to be done. The Ministry of Education should be taking on initiative in ensuring that the school through the teachers and also the PTA’s is out there carrying out their role. In realising the goals to continue using educational institute as the best platform to encourage the spirit of coherence amongst our children’s, the role of primary and secondary school will need to be refine. Shortly there must be continuity between primary school to high school in order for the education to be carried on and not be abandoned half way. Primary school for example, need to focus more on the basics because primary school are the first place that our children go to when they are put out into the unfamiliar world besides their home and these are the place where they mingle with other races other than theirs. Therefore this opportunity needs to be benefited fully by the schools through programmes or activities that can build up their spirit of coherence between each other. So, it is important that fellow educators have the elements of creativity that can transform the way to respect one another and to accept other friends from different race or religion  as an exciting activity during class. If this is successful, then the continuance towards high school, empowering the understanding about way of respect and toleration between race and religion would be assisted. Children's nowadays are smart. Therefore educators will need to create a refine way for them to continue understanding and appreciate the spirit of national coherence.

The truth is Malaysia has been experiencing great achievement with the reason of the unity between all of its citizens from all races. It is with our biggest hope that it shall be continued on by our future leaders.

5.0     References

1)     Banks, J.A. (1984). Multicultural education and its critics: Britain and the United States. (In J.A. Banks (Ed.), Race, culture, and education: The selected works of James A.Banks (pp. 181-190). Abingdon, Oxon: Routledge.)

2)     Banks, J. (1993). Approaches to multicultural curriculum reform. In J. Banks and C. Banks (Eds.), Multicultural education: Issues and perspectives. Boston: Allyn & Bacon.

3)     Aldridge, J., Calhoun, C. & Aman, R. (2000). 15 Misconceptions About Multicultural Education. Reprinted from Focus on Elementary, 12(3).

4)     McIntosh, P. (2000). Interactive phases of personal and curricular re-vision with regard to race. In G. Shin and P. Gorski (Eds.), Multicultural resource series: Professional development for educators. Washington, D.C.: National Education Association

5)     Banks, J. (1994). An introduction to multicultural education. Needham Heights, MA: Allyn and Bacon.

6)     Verma, G. K. (2003). Ethnic Diversity and Multicultural Education: Cross-cutting issues and concepts. Proceedings of The International Conference on Globalization and Multicultural Perspectives in Education, Penang, Malaysia, 3-4 Dec. 2003

7)     Ch.2 of Bryan Wilson, ed., Education, Equality and Society, London, 1975

8)     Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks, & et al. (Eds.), Handbook of research on multicultural education (2^nd ed. , pp. 3-29). San Francisco, CA: Jossey-Bass. 

9)     Banks, James. A. and Cherry A. McGee Banks (Eds.). Handbook of Research on Multicultural Education (1995).

 10)  Pastor Richard Bucher, Th.D. Why we baptize babies? (The case for infant baptism)   [http://www.orlutheran.com/trinfbap.html]

11)  Jayaram, V. Hinduism and the belief in rebirth, 2010. [http://www.hinduwebsite.com/reincarnation.asp]

12) Noor Mohamed S.M; Harian Metro, Article on ‘Sekolah semai benih Perpaduan’. 8^th March, 2012 issue