Kudos to Teach For Malaysia
Professor Tan Sri Dato' Dzulkifli Abdul Razak
Learning Curve: Perspective
New Sunday Times - 29-4-2012
JUASSEH? What is that? A new animal species? A traditional food? If you google it, it will point to a spot in Malaysia.
Learning Curve: Perspective
New Sunday Times - 29-4-2012
JUASSEH? What is that? A new animal species? A traditional food? If you google it, it will point to a spot in Malaysia.
I believe most people have not heard of the town. I did not know of its existence until Teach For Malaysia (TFM) assigned me to teach at SMK Juasseh in Negeri Sembilan last week. It is located at Kilometre 12, Jalan Kuala Pilah, Bahau.
Established in 2000, it has been identified as one of the high-need schools, with about 500 students and 40 teachers. While the school seems to have adequate facilities, it serves a community with different socio-economic backgrounds, resulting in gaps in knowledge and learning opportunities of students and teaching staff.
Juasseh is fortunate to be chosen as one of the schools under the TFM programme which aims to enlist potential leaders of tomorrow, who have the passion to inspire change in the lives of others.
This is done with the help of the TFM Fellowship which is a highly selective, challenging and rewarding two-year leadership development initiative focused on addressing education inequity in Malaysia through the collective efforts of outstanding youth.
It is open to "exceptional Malaysian students in their final year of study and young professionals who want to pioneer this exciting mission and begin their career driving real impact and long-term change".
That the participants teach in high-need schools in Malaysia speaks volumes about their aim to significantly transform the academic achievement, aspirations and outcomes of the students.
Each fellow receives intensive training and support before taking on the huge responsibility and grow through a steep learning curve.
In my very short stint at Juasseh, I met several of these "exceptional Malaysians" who have devoted their hearts and minds to making a difference. They do not get mired in stereotypical issues such as gender, local versus foreign students or even the perennial ethnic questions.
They spoke fluent Bahasa Malaysia and English to students who were really appreciative of their refreshing presence in the school. Administrators and teachers were in sync with the aspirations of the initiative.
The course was launched early this year and involves a select 17 schools. It is part of a fast growing global network, Teach For All, that has more than 19 partners around the world.
At a time when universities are talking about social engagement as their long-lost ethos, and linking it with the ideas of mobility and internationalisation, TFM is a priority for those who sincerely want to pay their intellectual and moral dues to the society that has long supported them.
More importantly, it is about shaping the future for both themselves and the students whom they are responsible for.
My Form Two class of 26 students were inquisitive when given the chance to interact. Some were a little shy and needed encouragement to speak out.
One physically challenged student, who moved around on a skateboard, integrated well with the rest.
Although it is too short a time to make any accurate assessment, I went away with the feeling that TFM is here to stay. It has the potential to reform the education system.
The fellows have demonstrated what the younger generation can do for their community and country in a direct, positive and noble way. As TFM co-founder Dzameer Dzulkifli puts it: "We are not here for the income but outcomes!"
Coincidentally, the revision of the University and University Colleges Act 1974 is being tabled for debate in Parliament to allow students more freedom to be affiliated with associations and organisations.
I sincerely hope TFM would not be missing from the list of priorities of those trying to make a difference.
Kudos to TFM and its troupe of dedicated "leaders-cum-volunteers" who have taken up the challenge and given back to the Malaysian community, namely to nurture and guide young minds to create a better future of their own.
For those keen to know more, go to www.teachformalaysia.org/
- The writer is the vice-chancellor of Albukhary International University
Established in 2000, it has been identified as one of the high-need schools, with about 500 students and 40 teachers. While the school seems to have adequate facilities, it serves a community with different socio-economic backgrounds, resulting in gaps in knowledge and learning opportunities of students and teaching staff.
Juasseh is fortunate to be chosen as one of the schools under the TFM programme which aims to enlist potential leaders of tomorrow, who have the passion to inspire change in the lives of others.
This is done with the help of the TFM Fellowship which is a highly selective, challenging and rewarding two-year leadership development initiative focused on addressing education inequity in Malaysia through the collective efforts of outstanding youth.
It is open to "exceptional Malaysian students in their final year of study and young professionals who want to pioneer this exciting mission and begin their career driving real impact and long-term change".
That the participants teach in high-need schools in Malaysia speaks volumes about their aim to significantly transform the academic achievement, aspirations and outcomes of the students.
Each fellow receives intensive training and support before taking on the huge responsibility and grow through a steep learning curve.
In my very short stint at Juasseh, I met several of these "exceptional Malaysians" who have devoted their hearts and minds to making a difference. They do not get mired in stereotypical issues such as gender, local versus foreign students or even the perennial ethnic questions.
They spoke fluent Bahasa Malaysia and English to students who were really appreciative of their refreshing presence in the school. Administrators and teachers were in sync with the aspirations of the initiative.
The course was launched early this year and involves a select 17 schools. It is part of a fast growing global network, Teach For All, that has more than 19 partners around the world.
At a time when universities are talking about social engagement as their long-lost ethos, and linking it with the ideas of mobility and internationalisation, TFM is a priority for those who sincerely want to pay their intellectual and moral dues to the society that has long supported them.
More importantly, it is about shaping the future for both themselves and the students whom they are responsible for.
My Form Two class of 26 students were inquisitive when given the chance to interact. Some were a little shy and needed encouragement to speak out.
One physically challenged student, who moved around on a skateboard, integrated well with the rest.
Although it is too short a time to make any accurate assessment, I went away with the feeling that TFM is here to stay. It has the potential to reform the education system.
The fellows have demonstrated what the younger generation can do for their community and country in a direct, positive and noble way. As TFM co-founder Dzameer Dzulkifli puts it: "We are not here for the income but outcomes!"
Coincidentally, the revision of the University and University Colleges Act 1974 is being tabled for debate in Parliament to allow students more freedom to be affiliated with associations and organisations.
I sincerely hope TFM would not be missing from the list of priorities of those trying to make a difference.
Kudos to TFM and its troupe of dedicated "leaders-cum-volunteers" who have taken up the challenge and given back to the Malaysian community, namely to nurture and guide young minds to create a better future of their own.
For those keen to know more, go to www.teachformalaysia.org/
- The writer is the vice-chancellor of Albukhary International University