915 - Dev of Tamil SCH Edu in Msia

DEVELOPMENT OF
EDUCATION IN MALAYSIA
An Analysis of Achivements & Challenges
SCHOOL
Manikam Krishnan
DEVELOPMENT OF
SCHOOL
An Analysis of Achivements & Challenges
EDUCATION IN MALAYSIA
Manikan~ Krishnan
Yayasan Strategik Sosial
QYSS 2008
Published by Yayasan Strategik Sosial (YSS) Tingkat 5, Menara Manickavasagan, 1 Jalan Rahmat, 50530 Kuala Lumpur Tel: 03-40415958 Fax: 03-40415681 E-mail: enquiries@vss98.com Website; www.vss98.com
ISBN No. 978-983-43309-4-1
Designed by INGARA PROMOTION Printed by SAMPOORNA No. 1, Jalan TIB 1/19 Taman Industry Bolton 68100 Batu Caves Selangor Darul Ehsan
CONTENTS
Foreword by Dato Seri S. Samy Vellu Introduction by Datuk Dr Denison Jayasooria Acknowledgements
HISTORY AND BACKGROUND

1. History and Development Tamil Primary Schools in Malaysia
10 16 18
2. Enrolment in Tamil school on the rise 3. Memorandum for the development of Tamil school
QUALITY EDUCATION
4. Quality of Tamil school: An analysis from 1993-2003 5. Trained teacher in primary schools 6. Comparison between Tamil school and National school students
7.
Tamil school students fare better in Mathematics and Science
8.
Poverty is no barrier to excel Decisions made in Tamil School Action Council meetings
9.
10. Happy family and effective leadership 11. Tamil School Headmasters' Symposium 2004 12. Tamil School Headmasters' Symposium 2007 13. UPSR Revision Book Workshop 14. UPSR Revision book to improve result 15. Appreciation for top achievers in Tamil schools 16. Meaningful programs for quality education
17. Continuous programs and social supports 18. Giving a fresh impetus to Tamil school students through camps
78 81
INFRASTRUCTURE
19. Tamil school rebuilding requirements 20. Tamil school building program 2003 21. Kelantan Tamil school with hostel facilities 22. Tamil schools need RM4 million for immediate repairs 23. RM500,OOO for Simpang Lima Tamil school 24. Facelift for Tamil school 86 89 91 93 95 97
ISSUES
25. Pahang Tamil school issues 26. Tamil schools to stay on 27. Under-enrolled Tamil schools 28. Teaching of Mathematics and Science in Tamil schools 29. Pupils' opinion on teaching of Mathematics and Science in English 30. Pre school in Tamil schools 118 123 102 105 109
11 1
POST PRIMARY EDUCATION

31. Towards secondary school 32. A preparatory programs for Tamil school leavers 33. Preparing Tamil school students to enter secondary school 34. The contents of "Towards Secondary School" guidebook 35. Some tips for Tamil school students 130 133 136 139 142
FOREWORD
Dato Seri S. Samy Vellu President, Malaysian Indian Congress
Human capital development has been an important agenda in the Malaysian education system. Every child is given an opportunity to acquire formal education and various platforms are being created to tap their potentials. Malaysia being a multi-ethnic and multi religious country, allows the coexistence and progress of vernacular schools which have been an integral part in human capital development . Tamil school being the heart of the Malaysian Indian community has been in existence for more than 100 years. The schools which were initially set up in rubber plantations now have become a choice for more than 52% of Indian children who are in their primary school going age to embark on their educational journey. Hence Tamil schools are being upgraded with state-of-the-art facilities and provided with quality education. The initiative taken by Mr Manikam Krishnan to showcase the existence and development of Tamil schools in this country is commendable. He has highlighted the achievements and challenges experienced by Tamil schools over the years. He has been able to identify the actions taken by the Malaysian Indian Congress (MIC) and the government in addressing the issues faced by Tamil schools.
I am fully aware and recognise that he has been involved in research work relating to Tamil schools besides carrying out various other researches on issues affecting the Indian community. I firmly believe that this book will be an important record and document of what the MIC, YSS and the government have done for the betterment of Tamil schools. I therefore take this opportunity to congratulate him and encourage him to carry on his good work on Tamil schools. I also thank YSS for the role it has played in policy research and publication of this book. 30 April 2008
INTRODUCTION
theme. However, while there have been many recent newspaper and internet write ups, there has not been a contemporary publication which is comprehensive. A majority of articles on Tamil schools in the past have either highlighted the infrastructure problems or the negative aspects of the quality of education. There are very few write ups, which recognize both positive developments in terms of the quality of education and improved infrastructure alongside the challenges encountered in terms of where the root problems lie and what ought to be done in the future. Since the inception of YSS in 1997, YSS has undertaken policy research and advocacy work on Tamil schools as one of its major undertakings. YSS has served as the secretariat to the Tamil School Action Council established by the MIC President, Dato Seri S. Samy Vellu. Manikam Krishnan in this book entitled 'Development of Tamil School Education In Malaysia, An Analysis of Achievements and Challenges has clearly provided not only the historical overview but an accurate assessment of the current issues, trends, concerns including future challenges, possibilities and opportunities. The endeavour of Manikam Krishnan is therefore a very welcomed initiative that gives the most recent update on the status of Tamil schools, providing analysis of both achievements and challenges. Furthermore, that have taken he has documented the most important developn~ents place in recent years. The book is divided into five main sections with a total of 35 short articles written between 2002 and 2008 which appeared in the YSS website (www.yss98.com)
The book starts with three articles on background information such as history, enrolment and requirements. The second section contains fifteen articles describing the quality of education in Tamil schools. These articles recognize some weaknesses and cite the tremendous developments that have been achieved overall, noting teaching and learning experiences. Also what is significant is the vivid description of the initiatives taken by MIC, MIED and YSS together with the Tamil School Action Council members. Those initiatives include preparation of special revision books, camps, and headmasters symposiums. These programmes have helped motivate students especially top achievers, with special appreciation and recognition. The third section is on infrastructure requirements containing six articles. Current needs are highlighted along with the initiatives taken by MIC through the assistance of the Ministry of Education in addressing the infrastructure needs. The next section with six articles highlights some key issues such as the future of Tamil schools, issue of under-enrolled Tamil schools, need for pre schools and issues pertaining to teaching of Mathematics and Science in English. The final section containing five articles is another area of major concern namely the shift from primary into secondary schools with compounding concerns pertaining to children's adjustment from mono cultural to multi cultural environment and a shift into national language education in all major subjects. On behalf of YSS, I congratulate Manikam Krishnan for this painstaking exercise over time to document his thoughts through these articles. These can be regarded as preliminary thoughts and views requiring further intensive research and academic work in future for the development of Tamil school education within the framework of the National Education Policy of Malaysia. May others be challenged to build on these writings.
30 April 2008
ACKNOWLEDGEMENTS
I express deepest appreciation to Dato Seri S. Samy Vellu, President of the Malaysian Indian Congress and the Founder/Patron of YSS who has been a motivating force for me to undertake various studies pertaining to the issues and concerns of Tamil schools. His commitment and dedication to strengthen Tamil school education has highly motivated me to undertake the needful initiatives for the development of Tamil schools.
My sincere gratitude goes to Datuk Dr Denison Jayasooria, Executive Director of YSS for his support and encouragement that has spurred me write articles concerning Tamil schools for the YSS website. Now they are subsequently published in this book form. With his guidance and advice I have tremendously improved my analytical and writing skills. He has instilled a high level of confidence in my self that has led me to work independently and efficiently. I take this opportunity to record my gratitude to Mrs Jasmine Adaickalam, Service Consultant of YSS for consistently proof reading and editing the articles written by me for YSS websites and also for editing the text of this book. She has greatly contributed towards my language improvement. I would also like to thank Mr P. Vasanthakumar for his contribution in proof reading the text and Mr and Mrs Maniam of Ingara Promotion for their creative roles in cover design, layout and art work. Finally I thank my beloved wife, Yesotha Pabu Chinniah and my family members for their continuous support and encouragement towards my career enhancement and community work.
Manikam Krishnan
HISTORY & BACKGROUND
Develo~ment Tamil School Education in Malavsia of
History And Development of Tamil Primary Schools in Malaysia
The then British rulers brought labourers from South India in 1840 to work in the sugar plantations. The number of labourers from South India had seen a drastic increase in 1890 when the British opened rubber plantations in Malaya. Besides, labourers, traders and educated Indians also came to Malaya during those periods. In order to keep the labourers stay longer in Malaya, the employers built Tamil schools for the children in the estates. But Tanlil education in urban areas started when a Tamil primary school was established by Rev H.S Hutching at Penang Free Scliool in the State of Pulau Pinang in 1816. The Tamil school was a division in the Penang Free School. In 1850 an Anglo Tamil school was set up in Malacca. Rev Abraham established an Anglo Tamil school in Kuala Lumpur in 1896. More Tamil primary schools were opened in the estates by the estate management when the rubber estates grew up in numbers by the end of the nineteenth century. Initially, the British government refused to build Tamil schools for the estate children as they were not expected to stay in Malaya for a long period. The estate managements and Christian Missionaries were
History & Background
responsible for the beginning of Tamil education in our country. Some religious organizations, social organizations and individuals were also responsible in building several Tamil schools in the urban areas. Thamboosamy Pillai Tamil School in Kuala Lumpur was built by Rajasooria in 1905. Appar Tamil school was built in 1937 in Kuala Lumpur by Swamy Athmaram. In 1912, Tamil education in Malaya marked a milestone when the British government introduced the Labour Ordinance, which ensured that the estate managements had to set up Tamil schools if there were more than 10 school-going children in the estate. The employers had to recruit teachers for the Tamil schools as well. But many employers refused to build Tamil schools in the estates. In 1923 the British Government passed Labour Code due to pressure from the Indian Government. Estate employers were asked to build Tamil schools in their estates for the estate children. There were 235 schools in 1925 in the Federated Malay States. It rose to 333 schools in 1930 within a span of five years. However many estate owners refused to provide better facilities for Tamil schools and it caused the children to study in dilapidated buildings, in temples and former smoke houses. Between 1930 and 1938, there were some improvements in Tamil education when the Indian Government was concerned about the mistreatment of Indian labourers in Malaya. As a result, the Malayan Government set up a special committee to provide financial assistance to Tamil schools, appointed inspectors for Tamil schools and also started teachers' training. In 1937,45 persons attended teachers' training.
Develo~ment Tamil School Education in Malaysia of
In 1947, Tamil schools entered the second phase when the British Government became responsible for Tamil schools and teacher's salary. The number of Tamil scl~ools also increased tremendously. By 1947, had there were 741 Tamil primary schools in Malaya with 33,945 students. Before independence, the Tamil school curriculum did not have teaching of Malay and English languages. Emphasis was given only to reading, writing and arithmetic skills at the lower primary level while writing composition and geography was taught in the higher primary level. Furthermore, school text books were brought from India. After World War 11, the government started showing serious attention to vernacular education by enforcing the Education Law 1946. This Law emphasised on free mother tongue education and increased the grant provision to Tamil schools. This move paved the way to the increase of students in Tamil schools. Barnes Report 1951 with reference to the Malay education proposed the National Education Policy. It questioned the existence of Tamil and Chinese schools. The Report emphasised on Malay medium schools and proposed that the English medium schools be replaced with Malay medium schools in 10 years' time and Tamil and Chinese schools be converted to Malay medium schools gradually. As a reaction to this report, the Indian community set up a committee to protest against the Barnes Report, which ignored mother tongue education. The British Government set up a committee made up of Dr W.P Fenn and Dr Wu Teck Yau. This committee came up with Fenn-Wu Report. This report warned that national unity and mutual understanding among the people would be affected if a single language policy was implemented.
It further proposed that Chinese schools must be safeguarded while English and Malay languages be taught at Chinese Schools.
In the case of Tamil schools, in 1951, the Indian Education Committee

reviewed Tamil school education. It proposed that Tamil must be used as a medium of instruction till Standard 5 and English can be a medium of instruction in Standard 6. The committee also proposed the teaching of English in Standard Four and Malay language in Standard Five. The proposals of Barnes Report and Fenn-Wu Report were contradictory to the proposals of the Indian Education Committee. In this regards, the British government set up a Special Education Committee to create an acceptable education policy for all races. The recommendations made by the Special Education Committee later emerged as Education Ordinance 1952 (Ordinan Pelajaran). This ordinance stressed that Tamil schools and Chinese schools gradually become Malay medium schools . The ordinance also proposed that parents of more than 15 students studying in Malay schools need to apply for Pupils' Own Language (POL)classes. The Indians and the Chinese strongly opposed these proposals.
Status of Tamil Schools after independence
The Razak Committee that was set up in 1956 brought about some changes in Vernacular education. This committee ensured Tamil school education and Tamil schools were classified as National Type of School. More financial assistance was provided and remove classes were introduced for Tamil school children who intended to further their studies at secondary schools in English. A National curriculum was proposed for all primary and secondary schools to instil unity and integration among the various races in the country.
Develo~rnent Tamil School Education in Malaysia of
In 1960 the Rahman Talib Report was initiated which later was incorporated as the Education Act 1961. The Rahman Talib Report introduced free education at all types of schools and the teaching of Malay language from Standard One and English from Standard Three in Tamil and Chinese schools. Student Assessment Tests started for Standard Five students in 1967. Since then more training opportunities were provided to Tamil school teachers and more Tamil schools were equipped with basic amenities. There were 657 Tamil primary schools in 1970. The number decreased to 589 in 1980 when a majority of Indians started migrating from estates to urban areas due to conversion of rubber plantations to oil palm plantations and development of estates as industrial and housing areas. There were 547 Tamil schools in 1990 with 96,120 students. Since 1980, Tamil primary schools have been witnessing a visible improvement in the performance of the students, teachers' quality and fiscal conditions. In 2007, more than 400 out of 523 schools have been provided with good buildings and basic amenities. More than 90% of the teachers in Tamil primary schools are trained teachers. The students have also been recording high passes in the Standard Six public examination (UPSR).For example the passing percentage among Tamil school students in 2001 was 40.1%.It rose to 59.6%in 2006. In 2001,165 Tamil school students had scored 7As in the UPSR examination. It rose to 578 students in 2006. Malaysian Indian Congress (MIC) and social organizations have been playing a very important role in uplifting the standard of Tamil Primary schools in Malaysia. The Government funds have been obtained by MIC to upgrade the fiscal conditions of Tamil schools. Some of the issues faced by Tamil schools were also brought to the attention of the government
and additional programs were carried out to improve the performance of students. In brief, the MIC has been the guardian of Tamil schools in Malaysia. In 2002 Tamil schools accepted the government's decision to teach Mathematics and Science in English as one of the ways to acquire more knowledge and increase the competency of the students in English. Now Tamil schools have become more attractive and more middle class parents and professionals have started enroling their children there.
SJK (T) Indera Mahkota, Kuantan
As at 31 January 2007, there were 105,618 students in the 523 Tamil primary schools in Malaysia. It has risen from 87,710 students in 2002. It is expected that the enrolment in Tamil schools would go up further in the coming years due to better achievement in the UPSR and parents' confidence in Tamil schools.
Appeared in YSS website on 5thJuly 2004 Updated: March 2007
Develoornent of Tamil School Education in Malavsia
Enrolment in Tamil Schools On The Rise
Improved facilities and performance of Tamil school students have drawn Indian parents to send their children to Tamil schools. It seems that they have placed a greater confidence on Tamil schools. The proof is the increased enrolment in Tamil schools nationwide where approximately19,500 students were admitted into Year One this year as compared to 18,300 students last year, said YB Komala Krishnamoorthy, Parliamentary Secretary to Education Ministry. There were 105,618 students in 523 Tamil schools in 2007. It is expected that the total enrolment would shoot up to 107,000 students in 2008.
Enrolment in Tamil schools (2003-2007)
According to Komala Krishnamoorthy, many Indian professionals such as doctors, lawyers, educationists, etc send their children to Tamil schools with the hope that their children could master Tamil language and at the same time accustom to their cultural values. It is recorded that many urban Tamil schools have witnessed an increase in enrolment as more than 80%of Indians in the country are residing in urban areas. For example SJK(T)Kulim has an enrolment of 250 students in Year One. There are 1,520 students in the school as compared to the
1,487 students in 2007, said Mr Asok Kumar, the headmaster of the school. "Due to shortage of classrooms, an additional a four-storey building is being constructed with the initiative of YB Dato Seri S. Samy Vellu and is expected to be completed in September 2008," he added. SJK(T)Lunas has also recorded an increase in enrolment. The school has 880 students this year, an increase of 70 students from last year. This has resulted in a shortage of classrooms. "To overcome this problem, Y Dato Seri S. Samy Vellu has secured RM1.2 million to build a three B storey building", said its headmaster N. Mariappan. In Johor, several Tamil schools have recorded an increase in enrolment. 450 students were admitted into Year One at SJK(T)Tun Aminah. Now this school has an overall enrolment of 2,000 students. 230 students have registered in Year One at SJK(T)Masai. SJK(T)Ladang Ulu Tiram being an estate school also has admitted more than 120 students in Year One. There are many big Tamil schools in Selangor where there is a high density of Indian population. SJK(T)Batu Caves which is located in the compound of the Batu Caves Temple has seen an admission of 364 Year One students this year which is an increase of 75 students from last year. Now there are 1700 students studying in the school. SJK(T)Vivekananda, Petaling Jaya has registered more than 300 students in Year One. Despite the fact that, many Tamil schools have been upgraded and rebuilt with the state-of- the-art facilities, there are still several Tamil schools facing a shortage of classrooms. This problem needs to be addressed immediately so that the affected schools would be able to accommodate all new students and are able to conduct classes in a conducive environment. Also there is shortage of teachers in several Tamil schools. This also needs to be addressed promptly so that it would not affect the teaching and learning process in the schools.
Appeared in YSS website on 7th Jailuay 2008
Development of Tamil School Education in Malaysia
Memorandum For The Development Of Tamil School
Recently Tamil language was declared as one of the ancient languages by the Indian government. It is also one of the official languages in India and Sri Lanka. It is vastly spoken in Malaysia and Singapore. Besides this, there are a lot of Tamil speaking people residing in more than 30 countries in the world mainly, Canada, Australia, Britain, USA, and Europe. However, Tamil language is taught in Tamil schools only in three countries, namely, India, Sri Lanka and Malaysia. In Singapore Tamil is taught as a compulsory subject for Indian students in schools. In other countries, Tamil is taught to children by social organizations depending on the interest shown by parents. In the Malaysian context, Tamil school is a constitutional right that is conferred upon Indians whose mother tongue is Tamil. There are 526 Tamil schools in the country, of which 150 schools are fully aided by the government. These fully aided schools are in good shape. Their physical conditions as well as the facilities for teaching and learning processes are definitely better when compared to schools that are partially aided by the government. Most of the partially aided Tamil schools are located in the rural areas, mainly in the estates.
On 25 November 2004, Y Dato Seri S. Samy Vellu led a group of 12 B delegates to meet YB Dato Hishammuddin Tun Hussein Tun Hussein, the Education Minister, at his office, to discuss some of the problems faced by Tamil schools and to submit a memorandum containing 1 1 main issues faced by Tamil school. The Tamil School Action Council with the assistance of Yayasan Strategik Sosial prepared a memorandum for the development of Tamil schools. A committee comprising of representatives from Malaya Tamil School Teachers Union, National Union of Teachng Profession (NUTP), Tamil School Organisers, and Indian Studies Department studied the various issues faced by Tamil schools.
Converting partially aided school to fully aided school Issue

There are 376 (71.5%) of 523 Tamil schools classified as partially aided out schools. Partially aided schools do not have proper physical facilities and logistics compared to fully aided schools. This causes a not so conducive teaching and learning environment in the partially aided schools.
Partially aided and fully aided schools
71.5%
Partially aided schools
Fully aided schools
Suggestion
All Tamil schools need to be made as fully aided schools so that sufficient allocation can be channelled to ensure proper teaching and learning facilities in Tamil schools. Dilapidated Tamil schools can also be repaired or rebuilt with the provision of sufficient allocation from the government.
Rebuilding Tamil school
It was found out that there are 129 Tamil schools out of the 523 schools in dilapidated conditions. Those school buildings are old and not suitable for the current teaching and learning purposes. In addition, several portions of the buildings may collapse at any time and may endanger the security of the students.
Suggestion
The 129 schools need to be repaired or rebuilt immediately. The Ministry of Education should provide special allocation to rebuild these schools. It is of paramount importance to create a pleasant teaching and learning environment to the students and teachers so that they can produce high quality education.
Basic Amenities in Tamil school
Issue
Most of the Tamil schools especially partially aided schools are not provided with sufficient basic amenities for the purpose of teaching and
20
learning. For example, enough chairs, tables, cupboards and stationary are not provided to the partially aided Tamil schools. This situation weakens the teaching and learning system in Tamil school.
Suggestion
The Malaysian Education Ministry should ensure that the partially aided Tamil schools are provided with all basic amenities especially chairs, tables, cupboards, office equipments and stationeries. It is very important to ensure that the children from low-income families in Tamil schools study in a place where there are sufficient basic amenities.
Relocation of Tamil school
There are 22 Tamil schools with less than 15 students. Those schools are located in the estates. The students' enrolment in these schools declined due to migration of Indian residents from the estates to the urban areas. It is forecast that there will not be a single student in those schools within a period of 5 to 10 years.
Tamil schools with less than 15 students need to be relocated to areas where a big Indian population dwells. The Malaysian Education Ministry should allow the school to use the license to rebuild the school in the Indian majority area. A piece of land also needs to be allocated in the Indian majority area for rebuilding the school.
Shortage of trained teachers in Tamil schools
There is a shortage of 748 trained teachers in Tamil schools nationwide. The current teachers in Tamil schools are in a situation where the extra work load needs to be shared due to shortage of trained teachers. It greatly affects the teaching and learning process in Tamil schools. The situation becomes worse when the enrolment in Tamil schools increases every year.
Suggestion
More trained teachers must be recruited in Tamil schools so that the quality of education in Tamil schools can be upgraded in line with the National Education Philosophy. The courses given below need to be offered to more applicants who intend to become trained teachers in Tamil schools. Kursus Perguruan Lepasan Ijazah (Teaching course for graduates) Program Ijazah Sarjana Muda Pendidikan bagi bidang pengajian Bahasa Tamil (Graduate Program in Education for Tamil Language) Latihan Perguruan Berasaskan Sekolah (School based Teachers Training) - for graduate teachers who serve in Tamil school as untrained temporary teachers. Recruiting teachers from Malaysian Teachers Diploma Course can also increase the number of trained Tamil language teachers.
Training in Service
Issue The Teacher Education Division of the Malaysian Education Ministry provides opportunities to teachers in service to enhance their professionalism through various courses but not many Tamil schoolteachers are provided such opportunities.
Suggestion
Many Tamil schoolteachers should be given the opportunity t o undergo special programs to become graduate teachers (Program Khas Pengsiswazahan Guru- PKPG). In order to upgrade the quality of teaching and learning in Tamil schools, the PKPG program should be offered to Tamil schoolteachers every year.
Opportunity for the enhancement of professionalism among headmasters
Issue The Malaysian Education Ministry provides opportunities to long serving and vastly experienced headmasters in primary schools to undergo Graduate Teacher Course. Those headmasters who undergo this course need not leave their posts and they can hold the headmaster's post during and after the program. In this case, not many Tamil school headmasters are given the opportunity to undergo this course.
Suggestion
More Tamil school headmasters should be given the opportunity to undergo this course. The Malaysia Education Ministry should ensure that Tamil school headmasters are given more opportunities in all programs for the enhancement of professionalism that are organised by the ministry.
Tamil speaking officers in District Education Office (PPD)
Issue
Recently all District Education Offices have been restructured by increasing new posts. In this regard, education officers from Tamil schools were not appointed to hold any post in the District Education Office.
Suggestion
In order to reflect the actual racial composition in this country, a Tamil speaking officer must be appointed in each District Education Office. There must be a Tamil speaking officer in the District Education Office if there are 10 or more Tamil schools.
A Tamil speaking officer needs to be appointed to supervise Tamil schools in two or three districts if there are less than 10 Tamil schools.
Pre School
Issue
Malaysia Education Ministry is expanding the implementation of pre schools all over the country. Pre schools will be built in 1,500 primary schools in 2004. Very few Tamil schools have government run pre school classes
Suggestion
The Malaysian Education Ministry should run pre school classes in many more Tamil schools so that all Tamil schools will have pre school classes within 10 years, before the end of Education Development Plan 2001-2010. Furthermore, a majority of Tamil school students are from low-income families. They are unable to afford studying in private pre schools.
Computer Lab
Issue
The Malaysian Education Ministry is constructingcomputer labs in every school in this country. But the construction of computer labs in Tamil school is very limited.
Suggestion
Malaysian Education Ministry should build more computer labs in Tamil schools in order to bridge the digital divide among students in the rural and urban areas. Complete teaching and learning equipments
for computer labs also need to be provided for Tamil schools.
25
Teaching of Malay and English
Issue
Tamil school achievement in Malay and English was lower than that of other types of schools. The pass rate in Malay paper (comprehension)in 2003 was 60% while Malay paper (writing) was 57.6%.The pass rate in English was 61.2%.The majority of teachers who teach the two languages are not Tamil speaking. This affects the effective teaching and learning process and communication between the students and the teachers.
Suggestion
The teachers who teach Malay and English in Tamil school must be Tamil speaking teachers. It will facilitate the teachers to teach the students effectively through bi-lingual method using the students' mother tongue.
Appeared in Y S S websife ort 26th August 2004
QUALITY EDUCATION
Quality Of Tamil School: An Analysis From 1993-2007
Since 1993, Tamil schools have been witnessing remarkable changes in providing quality education. They have recorded higher passes in the UPSR examination over the past 10 years. Once Tamil schools were not anywhere near the other types of schools, but now they are moving towards achieving better results and are on par with other schools. In 1993, only 18.0% of Tamil school students passed the Malay language writing paper and comprehension paper. More passes in both Malay papers were recorded in 2007 where 59.4% of Year Six students passed in the Malay language (Writing) and 63.1% in the Malay language (Comprehension). It can be concluded that there is a 41.4% increase in passes in the Malay language (Writing) and 45.1% increase in the Malay language (comprel~ension) from 1993 to 2007 among Tamil school students. UPSR Results of 2007
Malay Writing Malay Comprehension Mathematics
B Tamil
Comprehension
Science
Quality Education
Tamil school students have also recorded higher passes in other subjects when we compare the results from 1993 to 2007. In 1993, only 40.0% of the UPSR candidates had passed in English. This figure rose to 62.1% in 2007. It shows a 22.1% increase in passes in English from 1993 to 2007. There has been an increase in the number of passes in Mathematics over the past 13 years. Tamil school students have been performing well in Mathematics since 1993. In 2007, 87.5% of the Tamil school candidates passed in Mathematics compared to the 44.0% pass in 1993. This drastic change indicates that Tamil school students have more interest and skills in Mathematics compared to other subjects. Tamil school students have also shown greater interest in Science. Unlike other subjects, Science was introduced as an examination paper only in 1997. Since then Tamil school students have been doing well in Science. In 2007,83.8%of the candidates passed in Science compared to the 69.2% passes in 1997. As Tamil has been the medium of instruction in Tamil schools, the students have been performing well in their mother tongue as well. Every year more than 70.0%of the students passed in the two Tamil language papers. In 2007, 80.8% and 86.4% passes had been recorded in Tamil language (Writing) and Tamil language (Comprehension) respectively compared to the 62.0% passes in both papers in 1993. Another indicator that proves the improvement in the quality in Tamil school is the number of 7As achievers. Over the past 5 years, the number of 7As achievers among Tamil school students has been on the rise. In 1999 only 45 (0.3%) of the 12,000 students scored 7As in the UPSR examination. This figure has risen to 583 (3.9%)students in 2007.
Develo~rnent Tamil School Education in Malavsia of
There are many factors that have contributed to the improvenlent of quality in Tamil schools. First of all, the Tamil school parents who were mostly from the low-income group were given awareness on the importance of education. In this regards, MIC and Indian based organizations have played a very important role. They went around the estates to educate the parents. There has been a revolution in education with the motto " Education - the only tool for Indians to progress in their lives". The commitment among Tamil school teachers and the headmasters is also one of the factors for the improvement of Tamil schools, said Mr Paskaran, the Tamil School Supervisor in Malaysia. He added that, many teachers and headmasters are very keen in uplifting the standard of Tamil schools. It had been a challenge for them to prove that Tamil school students too can perform well. In brief, there has been a change in the mind set of Tamil school teachers and headmasters and this has resulted in the improvement of Tamil schools, added Mr Paskaran. The government has been providing more attention to Tamil schools over the past 13 years. Many Tamil school teachers were given teachers' training and the fiscal conditions of Tamil schools had been upgraded as lobbied by the Malaysian Indian Congress (MIC). Furthermore, many Tamil schools with good facilities have started to attract more middle class parents to send their children to Tamil schools. Increasingly they have confidence in Tamil schools. This is another factor that has contributed to better achievement among Tamil school students. Besides that, MIC, as the guardian of Tamil schools has been taking many initiatives to improve the quality of Tamil schools. Besides
/-
Quality Education
concentrating on the fiscal aspects of Tamil school, MIC has also boosted the students and the teachers to do well in their areas. For an example, Tamil school headmasters symposium was held several times from 1993-2004 to give space to the headmasters to voice out their concerns so that they can improve their skills in executing their responsibilities ably. The symposium also paved the way for the headmasters and Tamil educationists to draft an action plan for the upliftment of Tamil schools. Other than that, MIC has been awarding 7As achievers in Tamil school since 2002. Each achiever is given RM 500 together with a trophy. The best school in the UPSR examination is also rewarded. This move has been a stimulus for the students and the schools to perform well in the examination.
MIC has also been preparing and distributing UPSR revision books for the Tamil school students since 2003. These books are given free to students to prepare them for the examination. As a result, in 2003,356 students scored 7As compared to the 202 students in 2002. YB Dato Seri S. Samy Vellu, the President of MIC said that, such move would be continued in order to record more passes among Tamil school students. He added that, MIC together with other organizations would chart out more action plans for the betterment of Tamil schools.
In order to achieve better results among Tamil school students, the following need to be done; The current trend of teachers and Parent-teacher Associations taking interest in the welfare of the Tamil School children need to continue and accelerate,
More people from the corporate sector need to adopt Tamil Schools and give the necessary energy and support to the improvement of the Tamil Schools in general and specifically towards the holistic development of the students, More NGOs need to adopt Tamil schools and conduct mind changing and academic excellence classes, Since there is this inception of English Language to teach Mathematics and Science subjects, if more middle class Indian children study in Tamil schools, as they are highly motivated, they will be able to score well and they will also spur others towards excellence through healthy competition. There needs to be greater creativity in teaching and opportunity for the children to experience new and innovative ideas in teaching and learning experience If the quality of Tamil schools in this country, as described above, is upgraded further, we are sure that, in the near future, Tamil schools will be the choice of a majority of Indian families. More concerted and earnest efforts from all walks of life are needed to transform Tamil school into highly respected centres of education.
Appeared in Y S S website on 30th July 2004 Updated: 30 lanun y 2007
Quality Education
5
Trained Teachers In Primary Schools
The teaching profession is one of the noblest professions in the world. Teachers have played a vital role in the psycho-social development of human beings. Their service and sacrifice for the progress of mankind is highly appreciated and constantly applauded. Recent studies in Tennessee, Boston and Texas confirm that students taught by the most qualified and effective teachers become educational high achievers. Research also continues to demonstrate the tremendous influence that teacher quality has on student performance. In order to become a qualified teacher, one needs to undergo teachers' training to acquire pedagogical skills. Besides acquiring these skills, those keen to become a teacher also need to have the interest and commitment towards the profession. In the Malaysian context, there are two types of teachers in schools. They are trained and untrained teachers. More than 80% of teachers are trained teachers who seem to have equipped themselves with effective pedagogical skills and right attitudes towards their profession. These trained teachers in classrooms across the country are important in order to achieve the successful implementation of the education policy in Malaysia.
The Malaysian Educational Statistics, 2003 showed that there were 174,701 teachers in primary schools. The statistics also showed that there were 159,015 (91.02%)trained teachers in primary schools. This means that there were only 8.98%untrained teachers in primary schools in 2003. It is interesting to note that out of 174,701 teachers, 116,563 (66.72%) teachers were female teachers. It seems that women have more interest and motivation to become teachers. From another aspect, we can also say that women are more patient and soft in dealing with students. There were 6, 609 teachers in 523 Tamil schools of which 5,377 (81.4%) teachers were trained teachers. 75.9% of the teachers in Tamil schools were female teachers. Tamil schools did not have any university graduate teachers in 2003. It is noted that in 2007, there were 7,126 teachers in Tamil schools. Chinese schools had 31,227 teachers in 2003 of which 25,130 (80.5%) teachers were trained teachers. Like Tamil schools, the Chinese schools also had 83.7% female teachers in 2003. National schools which have the highest number of students had more trained teachers compared to vernacular schools. It was found that there were 127,985 (93.9%)trained teachers out of 136,333 teachers in the national schools. Unlike vernacular schools, national schools had 62.4%female teachers. In the context of Tamil schools, the latest figures vary from the figures given in the Malaysian Educational Statistics 2003. Recently (in August 2004) YSS conducted a survey on various aspects of Tamil schools. In the survey it was found that there were more university graduate teachers in
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Tamil schools whereas there were none in 2003. Out of 523 Tamil schools in the country, 415 schools took part in the survey. The survey showed that 189 Tamil schools out of these 415 Tamil schools having at least one university graduate teacher depending on the number of students in the schools. In total there were 334 university graduate teachers in the 415 Tan~il schools in 2004. It is due to the Malaysian Education Ministry's move to ensure 50% of primary schools teachers are trained graduates by 2010. It also shows the Education Ministry's concern about vernacular schools. By having many university graduate teachers, the Malaysian primary education system will witness great improvements in the quality of teaching and learning process. Also, the total number of untrained teachers in primary schools for 2004 has been reduced from 15,678 in 2003 to 12,484 teachers. This figure was released by Dato Hishammuddin Tun Hussein in Parliament on 8 July 2004. According to his figure, there are 748(11.3%) untrained teachers in Tamil schools whilst 3,804 (12.2%) Chinese schools and 7,932 (5.8%)in in national schools. These figures demonstrate the seriousness of Malaysian Education Ministry in raising student achievement levels by creating competent teachers in the primary schools.
If this trend continues our education system will create competent and
highly creative students due to the enhancement of teachers' skills. The Malaysian Education Ministry definitely will play a very important role in achieving the above mentioned goal.
Appeared iii YSS website on 27th Sepfernbeu2004
Development of Tamil School Education in Malaysia -
Comparison Between Tamil School And National School Students
Introduction
YSS undertook a study on Indian students schooling at the two types of primary scl~ools order to compare their results. This study was in undertaken in 2002. A total of 140 students were taken as a sampling in which 70 students were from SK schools and another 70 were from Tamil schools. Various factors such as the type of houses they live in and the jobs of parents were taken into account to determine their achievement in the UPSR examination.
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Socio Economic Factors All the 140 respondents were from Kuala Lumpur and from the different socio economic backgrounds. The following table is self explanatory as to the type of house they live in.
Table 1: Type of \louse
1 Flats
Terrace house Total The occupations of the respondents' parents were studied to assess their achievement in the UPSR examination. It was found that a majority of the respondents' parents are working as labourers. Out of 86 parents, 29 parents of Tamil school students and 27 parents of SK school students are working as labourers. 1 of them are working as drivers while another 1 19 parents are in office based jobs. UPSR RESULTS UPSR results of these 140 Indian students both from Tamil schools and SK schools were compared. The results showed that the number of Indian students from SK schools had more passes in Malay and English language compared to Indian students from the Tamil schools. but more Tamil school students did better than their counterparts from SK schools in subjects such as Science and Mathematics. Table 2 shows this trend very clearly.
Table 2: Coinparison of UPSR Results Between SJK (T) SK Schools and
Subjects
Type of school
SJK (*)
Malay Language (Comprehension) Malay Language (Writing) English Science Mathematic
38 (54.3%)
SK
51 (72.9%)
48 (68.6%) 50 (71.4%) 34 (48.6%) 38 (54.3%)
26 (37.1%) 38 (54.3%) 48 (68.6%) 50 (71.4%)
Children have the potential to excel. If a concerted effort is taken to coach them creatively, they will be able to achieve better results in all subjects.
Appenrt'd in YSS website oil 23rd September 2002
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Tamil School Students Fare Better In Mathematics And Science
Indian students attend three types of schools in Malaysia, namely National school, Tamil school and Chinese schools. Earlier figures show that a majority of them attended Tamil schools. It is found that 52% go to Tamil schools, 45% go to National schools and 3%of Indian students attend Chinese Primary schools. Indian Students in Primary Schools (2004)
0.0%
Tamil School National School Chinese School
Recently a micro study was undertaken to find out the level of performance among Indian students in Tamil schools and National schools. In this study, the UPSR results of Indian students who took the examination in 2004 from a National school and a Tamil school were
analyzed to compare their performance. Both schools are located in Petaling Jaya. The names of these schools are withheld. Before analyzing their results, the backgrounds of the students were taken into account. In this matter, it was found that 80% of the Indian students both in Tamil school and National school that were analyzed in this study were from low-income families. They lived in low cost flats. Furthermore their parents can be classified as unskilled and semi-skilled workers with low-education. In line with the similar background of the students, their performance was analyzed easily based on their UPSR results. The results revealed that the Indian students from the Tamil school fared well in Mathematics and Science compared to the Indian students from the National school. The Tamil school students recorded 82.7% and 75.1% passes in Mathematics and Science respectively while the Indian students in the National school recorded 63.3% and 49.4% passes in those subjects. The Indian students in the National school performed better than the Tamil school students in other subjects, namely Bahasa Melayu (Comprehension), Bahasa Melayu (Writing) and English. They recorded 81.8%,63.3%and 74.0% passes in those subjects respectively. The Tamil school students obtained 55.8% and 57.9% passes in Bahasa Melayu (comprehension) and Bahasa Melayu (Writing) respectively whilst recording 59.4% passes in English. These results were consistent with the findings of a similar study carried out by YSS a few years back. In general 45.0% passes were recorded among the Indian students in the National school while 47.2% passes were recorded in the Tamil school. It showed that, the Tamil school students performed slightly better than the Indian students in the National school.
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Although the Tamil school students did better in Mathematics and Science as compared to the Indian students in the National schools, they should give more emphasis towards Bahasa Melayu and English. It is because, the Tamil school students would face greater difficulty in their studies in the secondary school as all the subjects will be taught in Bahasa Melayu and English. If the students do not cope up with Bahasa Melayu and English, they would fare poorly in their studies and eventually might drop out of the school system. The Indian students in the National schools, besides achieving good results in the language subjects, also need to put extra efforts to achieve excellent results in Mathematics and Science so that they would fit in the technological world. The students who have language power along with a vast knowledge in Mathematics and Science will succeed in life. It will help them to secure better jobs in the market. The study proved that it is easy for Tamil school students to learn Mathematics and Science in their mother tongue compared to those studying the subjects through the second language. On the other hand Indian students can fare better in Bahasa Melayu and English in National school. However, both types of schools should take earnest efforts to improve the performance of the low-income students in all subjects. If students from low-income households are guided properly they will perform well no matter which school they go to. Besides parental support, more motivation and encouragement for the students are needed from the school community in order to accelerate their performance level.
Appeared in Y S S website on 10th Jailllay 2005
Poverty Is No Barrier To Excel
Introduction
Tamil school students have been performing well in the UPSR examination over the past 5 years. Last year tremendous improvement in performance has been recorded among Tamil school students in UPSR in all subjects and particularly in Science and Mathematics. An important point to note is that in spite of the fact that a majority of Tamil school going children come from low income earning households, many of them have become high achievers. They excel although their parents are not well educated and fall under low-income group. The results also show that some of these parents attach top most priority to their children's education. This is where low education and low income do not hamper the parents in moulding their children to be top achievers. The will power and the determination to excel do not diminish. In short, Tamil school going children irrespective of their socio economic status can excel in education if they are provided proper guidance and support by their parents, teachers and community.
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The YSS Study

A study done by Yayasan Strategik Sosial gathering the details of all top achievers or 7As scorers in Tamil school in 2005 through a questionnaire revealed this fact. 436 out of the 520 top achievers responded to this study. Various aspects such as parents' occupation, parents' education, family income, type of houses and students' ambition were given emphasis in this study. Parents' Occupation Most of the parents of these children were found to be unskilled workers. 55.8%of the fathers work as lorry drivers and operators in the factories. 24.3%of the fathers work in the semi skilled fields such clerks, supervisors, technicians and nurses. Out of 317 fathers, only 19.9% of them were skilled workers or professionals. A majority of them worked as teachers and others as doctors, engineers and executives. Unlike fathers, the study clearly showed that a large number of mothers that is 64.2% of the 317 mothers responded were housewives. 11.9% work as unskilled workers such as maids, rubber tapers and operators. 21.8% are engaged in the skilled or professional sectors mostly in the teaching profession. Parents' Education Education plays an important role in uplifting the socio economic status of any individual. The study revealed that, 51% of the parents had received education up to SRP or PMR level. Of these, 17.1% fathers and 21% mothers have studied only up to primary level. 27.6% fathers and 34.4%mothers have studied up to SPM while 12%fathers and 7.6%
mothers up to STPM or Diploma. 7.2% of the parents have completed tertiary level education.
Family Income
Family income has a strong correlation with the level of education and occupation. In this regard, it was found that, a majority of the families fall under low-income group. 54.4%of the families earn below RM 1200 a month of which 4.7%earn below poverty line. They mostly work as rubber tapers, operators and sweepers. In contrast to that, 23.8% of the families responded in this study earn between RM 1201- RM 2500. Most of them are engaged in the semi skilled fields. 21.8%parents with Diploma and tertiary educational qualifications earn more than RM 2500 a month. They are mainly teachers, engineers and doctors.
Types of houses
Information on type of houses of the students were divided into 5 types namely, squatters, estate, low cost, medium cost and bungalow houses. 53.4% of the students both from urban and sub urban areas stay in medium cost houses compared to the 10.1% students who stay in squatter or estate houses. It was also discovered that 33.5% of the 436 students stay in low cost houses such as flats and long houses and only 3% stay in bungalows.
Students' Ambition
The results that one achieves play a key role in determining his/her future. Almost all school going children have a dream as to what they
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want to be after completing their studies. In this connection, when these students were asked about their ambition, 46.5%of them wanted to be doctors, 13.5% wanted to be engineers and 12.3% teachers. This is a clear indication that Indians still place high priority to a profession in medicine. Only 6.8% chose to be lawyers and 7.3% wanted to become scientists. 13.6%of the total respondents indicated their intention to involve in other professions such as accountants, pilots, lecturers, astronauts, reporters and businessmen/women.
Students' Ambition
Conclusion
The study strongly proves that Tamil school students irrespective of their socio economic status can perform well in their studies. But the number of top achievers from the low-income families needs to increase further since majority of Tamil school going children come from lowincome families.
Appeared in YSS website on 27th Januay 2006
Decisioi~s Made in Tamil School Action Council Meetings
Dato Seri S. Samy Vellu set up a Tamil school action council in 2000 to facilitate, monitor and implement programs for the development of Tamil schools. The council comprises 35 members namely state coordinators of Tamil schools, state headmasters, headmistresses, council chairmen, National Headmasters Council chairman, National Tamil school teachers' association chairman, representatives from Indian Studies Department of University Malaya, assistant director of Tamil Language Section of each state, and NUTP. The council members meet at least twice a year to discuss issues and concerns of Tamil schools. From 2000 till 2005, Dato Seri S. Samy Vellu chaired several meetings where various issues, challenges and action plans were raised and discussed in the meeting. Below are stated matters discussed in the meetings.
UPSR Revision Books

UPSR revision books were prepared and given free to 14,000 UPSR candidates in Tamil schools all over the country in 2003. As a result more passes had been recorded among them in UPSR. These books were
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reprinted with some corrections to distribute to 15,000 UPSR candidates in 2004. These books are being distributed to all schools by MIED. The council hopes that these revision books will help the candidates achieve the best results in the examination. Preparation of new revision book for 2005 The council decided to come out with new set of revision books for UPSR candidates in 2005. It is because, there will be changes to the syllabus for each subjects in 2005. In order to keep abreast with the change of syllabus and the time, new revision books need to be prepared. In this regard, a special working committee has been set up to prepare the book before the end of this year. Certificate of Appreciation 100 expert teachers from Tamil schools all over the country had gathered together in 2003 to prepare the UPSR revision books. It was decided that they will be given certificates of appreciation for their contribution and commitment in preparing the books without any expectation. Aussie Holiday For Tamil School Teachers It is believed that giving rewards is one of the contributing factors for students to achieve excellent results and for teachers to teach their students vigorously. In this matter Dato Seri Samy Vellu announced that the headmaster and the UPSR teachers from the best-performed Tamil school in UPSR 2004 would be sent to Australia for a holiday. Those students who score 7As will be given RM 500 each together with a trophy. This is one of the ways to increase the standard of Tamil schools.
Guidance book for post UPSR students

The council members said that, there are not much discipline problems among Tamil school students. Early findings showed that the Tamil school students are facing various problems when they are in secondary school. It was decided that a guidance book about the challenges in secondary schools be prepared and given to the post UPSR students in order to prepare them for secondary school education. This book will comprise details on curriculum and co curriculum activities, social integration values and customs of other races.
Rebuilding Tamil school

It was found that the fiscal facilities in 129 out of 523 Tamil schools in this country need to be upgraded so that there will be a conducive teaching and learning environment for the students. At the moment YSS has prepared a special report on 93 out of 129 schools of which 61 need to be rebuilt. Dato Seri S. Samy Vellu has requested YSS, Tamil school coordinators and Tamil school Headmasters councils to work together to rectify the condition of the 93 schools. Once the final report is done, it will be submitted to Dato Seri Hishammuddin Tun Hussein, Education Minister to request for allocation to rebuild the schools.
Building additional classrooms

Dato Seri S. Samy Vellu suggested that allocation could be requested from Members of Parliament or Members of State Legislative Councils (DUN) in the constituencies where the Tamil schools are located in order to build additional classrooms. The Tamil school coordinators and headmasters can approach the elected representatives to request for allocation.
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Symposium for Tamil school headmasters
It was decided that, a symposium for Tamil school headmasters need to be organised so that they will have a chance to express their suggestions pertinent to the development of Tamil schools. At the same time, exchange of ideas among the headmasters during the symposium will help them administer their schools effectively. Dato Seri S. Samy Vellu tentatively fixed dates on 6,7,8 August 2004 to organise the symposium. It is expected that Dato Hishammuddin, Education Minister would be invited to officiate the symposium.
Memorandum on issues faced by Tamil schools
Tamil school coordinators, Headmasters Councils and Teachers Union had highlighted various issues faced by Tamil schools at the meetings. In this matter, YSS was requested to prepare a memorandum comprising of the highlighted issues faced by Tamil schools. Dato Seri Samy Vellu will submit the memorandum to Education Minister once it is ready.
Tamil Terminology Book
MIC Education Committee prepared a Tamil Terminology book. It was decided that 7,000 copies of the book be printed and distributed to all Tamil school teachers in the country. This book will be printed and distributed within two months.
Seminar For Parents Teachers Associations
It was decided that seminars be conducted for Parents Teachers Associations that would cover the 523 Tamils schools in four zones namely Sg Petani, Ipoh, Kuala Lumpur and Malacca. It is hoped that a good relationship and better understanding among the parents and
teachers would strengthen the school unit and bring more benefits for the students.
The Teaching of Mathematics and Science in English

The committee was satisfied with the implementation status of teaching Mathematics and Science in English. All the Tamil schools have obtained laptops, LCDs and other related materials for teaching the two subjects in English. The committee members hope that Tamil school children will use the latest technology in learning the two subjects in English.
UPSR Presidential Award

Feed back on UPSR Presidential Award 2002 was also gathered in the Tamil School Action Council meeting held in 2003. The members were satisfied with the preparation and implementation of the ceremony. In this regard, YB Date Seri said that, the award ceremony will be held every year as one of the many ways to motivate and encourage high achievers and other students as well.
Professional Development Training

Dato Seri along with the members of the council made two major decisions to improve the level of performance among Tamil school students particularly in UPSR 2005. It was decided that a Professional Development Training be held for the 1,600 language teachers in Tamil schools all over the country in April. Three teachers will represent each Tamil school for Malay, English and Tamil. This Training will be held in six centers nationwide.
Non-Tamil speaking teachers

It was informed that, non-Tamil speaking teachers were being placed in Tamil schools to teach Mathematics and Science in English. This action
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Dato Seri S . Sumy Vellu is chairing a Tatnil School Action Couizcil meeting
could deny qualified Tamil-speaking teachers the opportunity to become a teacher. Moreover it could be difficult for the Tamil speaking students to receive proper education from the non-Tamil speaking teachers.
Shortage of trained teachers
A shortage of trained teachers in Tamil schools was discussed in various meetings. The members suggested that more places need to be offered for Indian teachers intending to undergo the Teacher Training Course For Graduate Teachers (KPLI). Records showed that 1875 Indians had applied for KPLI in January 2005 but only 306 places were offered for Indian applicants.
School Holidays Courses were not offered to untrained or temporary teachers in Tamil schools last year thus causing a shortage of 900 trained teachers in Tamil schools this year. The council members felt that the standard of teaching and learning in Tamil schools would deteriorate if there were insufficient trained teachers. Therefore, the Education Ministry was strongly urged to offer this course to the untrained Tamil school teachers.
Development of Tamil School Education in Malavsia
Under-Enrolled Schools
An important point raised in the meeting was the proposal to relocate the Tamil schools which have less than 10 pupils. With regards to that, Dato Seri said that a special committee would be set up soon to prepare a special report about these schools and the possibility of rebuilding the schools in or around residential areas with a dense Indian population.
Kindergartens
When discussing about kindergartens, it was found that only 10 Tamil schools were allowed to start kindergartens this year. Earlier records show that there were only 50 Tamil schools out of the 523 Tamil schools running pre school classes.The Education Ministry should allocate more funds to run more kindergartens in Tamil schools to accommodate the increasing number of pupils every year.
Voucher Scheme for poor pupils

The recent Voucher Scheme for poor pupils was also one of the topics o f discussion at the meeting. Earlier the government decided to provide RM 10 to each poor pupil in Years Four, Five and Six as payment towards tuition classes. RM 200 Million had been allocated for this purpose. But after discussing this matter, the council members firmly urged the government to include vernacular schools into this scheme as a majority o Tamil school going children are from poor families and their results f in the Malay language and English show that they need more help than those students in National and Chinese schools.
Appeared in Y S S website on 27th December 2004 Updated : December 2007
Happy Families And Effective Leadership
The Parents Teachers Association (PTA) has been an important body in every school. The schools can be better organised with the help of PTAs as they can play a significant role in strengthening the family unit and also the school unit. According to the constitution, PTA can share and exchange ideas and information about education to improve the students' academic and non academic performance in general. In line with PTA's objectives, Yayasan Strategik Sosial in collaboration with Perak Tamil Schools Headmasters'/Headmistress' Council had organised a workshop for PTA chairmen of Tamil schools in Perak. This workshop was held from 9 to 10 August 2003 at Heritage Hotel in Ipoh, Perak. Y Dato S. Veerasingam, Parliamentary Secretary to B National Unity and Community Development Ministry officiated this workshop. There were137 Tamil schools in Perak then. Out of these, 65 PTA chairmen attended the workshop. Although the number of attendees was small, it had been a constructive workshop. The PTA chairmen contributed their ideas and opinions related to their roles and responsibilities towards the development of family unit and school unit.
On the first day of the workshop, Mr K.A Gunah, Family Development Officer from Yayasan Strategik Sosial gave a talk on strengthening the family unit. In his talk, he said that parents should always give priority in creating a happy family in order to have a conducive environment for their children to study. He added that children from broken families experienced more problems in education and that often led them to be involved in undesirable activities. Mr Gunah shared some experiences in family conflict with the participants. He also briefed them on the methods of solving the problems related to family conflict. After the participants had discussed in groups, they expressed their views on dealing with pupils with problems in Tamil schools. In general they said that PTAs always should visit and consult teachers and headmasters so that they would be able to identify pupils with problems. It was suggested that PTAs can make an arrangement on a regular basis to give counselling to the pupils with problems and to their parents as well. The participants also suggested that family programs be conducted in order to reduce family conflicts. Positive family values must be instilled among parents through these programs. The attendees also discussed ways and means to create Tamil schools as excellent schools. Two sub topics were discussed under this topic. Firstly, Improving the performance in the UPSR examination. One of the steps suggested by the participants was implementing pupils enrichment program from Year One. The PTAs can be the sponsors of this program whereas the school can concentrate on the content and implementation of the program. This program was meant for the weaker pupils from Year One. They must be adopted and guided for a period of 6 years. By doing so, the overall results of Tamil school pupils in the UPSR would increase tremendously.
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Another sub topic was, how PTAs can play a role in increasing the number of pupils in Tamil schools. It was found that, there were 90,000 pupils in 526 Tamil schools in 2003. Overall, 52%of Indian children enrolled in Tamil vernacular schools. Another 48% Indian pupils attended National schools and Chinese schools. In t h s regard the participants had asked the teachers in Tamil schools to enrol their children in Tamil schools. The Education Ministry's record showed that there were approximately 6,000 teachers in Tamil school then. Most of them did not enrol their children in Tamil schools. The participants also expressed that, PTA must embark on a national campaign asking Indian parents to enrol their children in Tamil school. Previous UPSR results in Tamil schools showed that there was a marked improvement in the UPSR. The results proved that Tamil school pupils also could do well not only academically but also in non academic aspects. That was an encouraging factor for Indian parents to enrol their children in Tamil school. Now the PTA should educate the parents on the latest status of Tamil schools and the importance of Tamil education. Mr Paul Raj, former Tamil school headmaster had shared his views on instilling leadership qualities among the PTA chairmen. He said that the PTA chairmen must always be aware of national issues pertaining to education. The PTA chairmen must have the ability to plan and make constructive decisions. He added that, a leader should be a motivator and a cooperative person. In general this workshop was a successful program for the development of Tamil schools in this country. The PTA involvement and commitment to provide a forum and service for the welfare and progress of the pupils should be increased for the benefit of Tamil schools. In this regard YSS will have more follow up programs with the participants of the camp in order to make them more active in their roles and responsibilities.
Appeared in Y S S website on 1st August 2003
Tamil School Headmasters' Symposium 2004
A National Symposium For Tamil School Headmasters was held on 13,14 & 15 August 2004 at Islamic Academy, University Malaya. It was jointly organised by Tamil School National Action Council and Indian Studies department of University Malaya. Maju Institute of Educational Development (MIED), an educational arm of MIC, funded this symposium. The symposium was held to enhance the leadership skills among Tamil school headmasters so that they administered the schools effectively. Besides, the Tamil School Headmasters' symposium was to provide headmasters with opportunities to discuss and exchange ideas on issues faced by Tamil schools. The symposium was also expected to pave way for the headmasters and Tamil educationists to draft an action plan for the upliftment of Tamil schools. 400 participants attended the symposium. They were mostly Tamil school headmasters, Tamil school organizers and officers from Malaysian Education Ministry. YB Dato Hishamuddin Tun Hussein, Education Minister officiated the symposium. In his speech, he said that headmasters play an important role not only in managing the school but also in creating in our children high moral values. He added that a majority of the headmasters in this country are committed towards the
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excellence of our children. "We cannot see our children getting involved in undesirable activities which will tarnish their future and our nation. The headmasters are in a situation to overcome the discipline problems faced by our students". Dato Hishamuddin also said that his ministry always ensured that the provision of facilities and assistance reached all schools irrespective of the type. The new Tuition Scheme Voucher was being provided to all needy students in order to upgrade their educational standard. It is important for the headmasters to ensure the school and the students enjoy the facilities and assistance provided in an effective way, elaborated Dato Hishammuddin.
YB Dato Seri S. Samy Vellu, in his special remark during the opening ceremony of the symposium applauded the government for its continuous support for the development of Tamil schools. "The government is concerned about the needs in Tamil school from time to time. For example, many trained teachers are sent to Tamil schools, the latest teaching and learning equipments are provided and new buildings and additional buildings are constructed in Tamil schools on request".
Tamil school students have been performing well in the UPSR examination. In 2002 only 202 students had scored 7As whereas in 2003, 356 students scored 7As. It shows that Tamil school teachers are committed and motivated to gear their students towards excellence", said Samy Vellu.
"
Dato Seri S. Samy Vellu in his speech also requested the government to seriously look into the 376 partially aided Tamil schools. 'These schools do not have proper school buildings and teaching and learning facilities. The government was also requested to pay attention to 106 Tamil schools.
Develooment of Tamil School Education in Malavsia
69 schools out of 106 schools need to be rebuilt, 27 schools need additional buildings and 10 schools need to be relocated to areas with dense Indian population.
Many experienced and well-known speakers and panellists presented their points of view on the development of Tamil school. Prof Dato Dr Ibrahim Ahmad Bajunid from University Tun Abdul Razak delivered a keynote address entitled "Discovering and implementing dynamic and effective educational leadership principle". He quoted five main principles for an educational leader; a leader is a constructor not a destroyer, a leader is a problem solver not a problem creator, a leader is always appreciative not condemning, a leader is a provider not a requester and a leader is open minded. In brief, Prof Ahmad Bajunid said that Tamil school headmasters need to see the changes in education to their students and themselves in a short period, in one year, in a decade and life long. He also emphasized that Tamil school headmasters should see the success of Chinese schools and National schools as benchmark in order to progress. Every student has potential and is talented, so the headmasters should take initiatives to develop the student and should think that the student will become a useful adult in future. Prof Madya Dr N.S Rajendran from University Pendidikan Sultan Idris, Tanjung Malim (UPSI),presented a paper on "New trends and approaches in teaching and learning". In his paper he concluded, "Teachers play the role of instructional leaders in their respective classrooms. They manage time, resources, time and their students to facilitate teaching and learning. Teachers plan, implement and evaluate their teaching and learning on an ongoing basis. They constantly make important decisions about the teaching and learning processes. They need to be creative, flexible, openminded and continuously learn new trends and approaches in teaching
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and learning to ensure that their teaching and learning is effective and brings the intended changes". Prof Madya Dr Nagendralingan also from University Pendidikan Sultan Idris, Tanjung Malim presented paper on "Instructional leadership in Tamil schools". He presented based on four salient themes on instructional leadership. They were, the strengthening of teacher skills, the systematization of the curriculum, the improvement of organizational structures and the involvement of parents and other citizens in a schoolcommu~~ity partnership. He said that the key individual for providing instructional leadership in a school is the principal or headmaster. He/she is the one individual above all others who is of critical importance in creating an effective school through nurturing a supportive school culture and climate. Effective classroom processes and practices, while simultaneously integrating teacher professional development with effective curriculum management and development, is highly critical. A newly retired headmaster, Mr Ng Eng Hooi from SJK (C) Chung Kwok, Kuala Lumpur shared his experiences and ideas on the success of Chinese primary schools. He said that, there is a strong relationship between the teachers and students that contributes to the advancement of Chinese Primary Schools. He added that the Chinese schoolteachers always could influence their students to study hard. They are very much committed to their students and schools. ACP Theiveegan, Head of Police Headquarters, Sentul District, was invited as one of the panellists in the symposium. He was a former student from Tamil school whose children are also in Tamil school. He urged the teachers and headmasters to work together with the parents
in realising the Tamil school as a center of educational excellence. The teachers and parents play very important roles in moulding the character of the students. Tamil language teaches us all the values to be excellent not only in education but also in practical lives added Mr Theiveegan. Dr Iynkaran, a specialist doctor, who has been the chairman of CHILD, highlighted the importance of Tamil education for a child. He said that Tamil language technically broadens one's mind in Mathematics and Science. He believes that Tamil education can provide a holistic development for those adopting Tamil as their mother tongue.
A part of Headmastcrs / mistresses w h o attended in the Symposium
Overall, it is believed that the National Symposium For Tamil School Headmasters had created a new dimension for the advancement of Tamil schools. The headmasters as leaders in the school institution need to be futuristic and realistic in shaping the characters of Tamil school teachers and students. If the headmaster fails the school will also fail.
Appeared in Y S S website on 26th Atrgust 2004
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Tamil School Headmasters' Symposium 2007
The Tamil Schools Head Masters' Symposium was held from November 18 to 20,2007 at the Palace of the Golden Horses, Kuala Lumpur. It was organised by the Tamil Schools' Action Council and funded by the Maju Institute of Educational Development (MIED)and Ministry of Education. The MIC' Education Bureau and the YayasanStrategik Sosial (YSS) were partners in this programme. This was the 7th national symposium. Theme The theme of the 2007 symposium was "Tamil Schools: Towards A New Era". This theme was introduced to discern an effective way forward where all Tamil schools would become centres of excellence and also to see a new generation of Tamil school students who can excel academically, possesing soft skills and are able to compete nationally and globally. Participations Of the 523 Tamil school headmasters, 450 headmasters attended the symposium. Besides that, officers from Education Ministry, state education department and government agencies that are working for Tamil Schools also participated in the symposium.
Development of Tamil School Education in Malaysia -
Welcome Dinner
YB Dato Seri S. Samy Vellu provided a welcome dinner to all participating headmasters, education officers, several MIC CWC members and some invited guests on 18 November 2007. Along with delicious food, the participants were also entertained with a light music during the dinner.
Opening Ceremony
YB S. Samy Vellu declared open the symposium on 19 November. During the symposium, he delivered a well prepared keynote address to the participants. In his keynote address he said that headmasters must be visionary leaders who take into account the urgent and essential task of human capital formation within the children. Dato Seri also ensured that MIC would continue to play a very active role to see that, Tamil school education stood on par with other primary school education.
Closing Ceremony
YB Dato Seri Hishammuddin Tun Hussein, Malaysian Education Minister, YB Dato Seri S. Samy Vellu, MIC leaders and invited guests were present at the closing ceremony of the symposium on 20 November 2007. Dato Seri Hishammuddin officiated the closing ceremony. In his speech, he said that the government has allocated huge amounts of funds to uplift the standard of Tamil schools. Many development projects have been approved and are being carried out in the Ninth Malaysia Plan and likewise the problems faced by the under enrolled schools would be addressed. He also said that Tamil schools have progressed, as clearly evident in the overall improved results in the UPSR examination.
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Panel and Workshop Sessions

The symposium was held based on 4 sub themes, which were the focus of the plenary sessions. Experienced speakers were invited to present papers on 4 sub-themes namely Leadership & Management of Tamil Schools, Improving the Quality of Tamil School Education, Physical and Educational Infrastructure Development of Tamil Schools, Developing Social Resources/ Human Capital Development. The participants were given ample time to interact and discuss related issues with the panel speakers.
12 concurrent workshop sessions were held in line with the 4 subthemes. Each session was participated by 30-40 headmasters. Facilitators and rapporteurs facilitated each workshop session. All the headmasters in the workshops sessions raised and discussed matters pertaining to issues, root causes, solutions and success stories in Tamil schools. The findings of the workshop groups were presented by rapporteurs in the final day plenary session.
Follow up
Yayasan Strategik Sosial is preparing a comprehensive report on matters raised and discussed in the symposium with a clear focus on the findings of the workshop sessions. The report will be submitted to MIC President for review and further action. YSS has also gathered the current status of the physical structure of Tamil schools based on photographs. A comprehensive report on Tamil schools is being prepared and would be submitted to the MIC President. The report would provide accurate data for planning and implementing development program for Tamil schools.
Appeared
it1
YSS website on 3rd December 2007
She believed that the cornpilatioilof sets of questions was the product of experienced teachers from all over the country and so would be hopeful and resourceful and thus enable students to excel in the examination Although Jamunneswary did not have Tamil school background, she was keen on being a teacher in a Tamil school. She added that the a teacher should become a sister, friend and mother to her students in order to make the teaching and learning process effective. Mrs Saraswathy, coordinator of Tamil schools in Melaka and former head mistress, who had been teaching Tamil for 15 years, said that Tamil school students need comprehensive sets of sample questions in order to prepare them for examination. She added that the standard of Tamil language among the students must be upgraded further. According to her, most of the students do not have the reading habit and do not practise exercises regularly. Some of the students never attended preschools. As a result, they do not know to read and write either in Tamil or in Malay. In this regard the parents must make sure that their children attend pre school and give priority and pay attention to their children's education. Mr Muthu Ellapan from SJK (T) Kalaivani, Gurun, Kedah, who has been teaching Malay language for 7 years said the workshop was a good move in increasing pass rates in Tamil schools. According to him it is not important how much one studies but how many questions one can answer correctlv. He believed that the students could learn and perform well in the examination by doing more exercises. He said that his team in the workshop had compiled more than 100 topics for the Malay language.
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He urged the students, with the guidance of their teachers, to practise those topics in order to score well in the examination. Mrs Jayaletchumy from SJK (T) Kirby, Negeri Sembilan, a teacher for 30 years, shared her experience in Tamil schools. She said that many students scored 7As in the UPSR examination because they had practised well. Therefore the compilation of sample questions would help the UPSR students to do well in their examination. Besides, she believed that parents should create a conducive environment for their children so that they can study without any disturbances. The parents must also provide nutritious food to their children for their mental development and knowledge acquisition. The Tamil School Action Council for which YSS is the secretariat hopes that the sets of questions compiled would make a positive contribution towards the excellence of Tamil schools in this country. The council is thankful to YB Dato Seri S. Samy Vellu for his magnanimous support and commitment towards making the Tamil schools as centres of excellent education and social mobility.
Appeared in Y S S website on 30th April 2003
UPSR Revision Books To Improve Results
For the past five years, it was found that Tamil school students have been performing well in the UPSR Examination. There are many contributing factors for the improvement of results among Tamil school students although a majority of them come from low income families who are less educated and are unable to guide their children in education. Considering this factor, the Tamil School Action Council, with the financial assistance of Malaysian Indian Congress (MIC), previously has been helping Tamil school students in achieving excellent results in the UPSR by preparing UPSR Revision booklets. The UPSR revision books that were prepared and given free to each UPSR student in 2003 was a great contribution from MIC in uplifting the standard of Tamil school students. The UPSR revision books had helped the UPSR students in 2003 to achieve good results in the examination. In 2002 only 202 Tamil school students had scored 7As in the examination whilst in 2003, when the students were given the books, 356 students had scored 7As. The overall performance in the examination among the Tamil school students had also increased in 2003.
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To further increase the performance of Tamil school students in 2004, the Revision Books which were produced in 2003, were reprinted with some minor changes and made available to the 15,000 UPSR candidates in Tamil schools that year. MIC spent RM 200,000 to reprint and distribute the books.
YB Dato Seri S. Samy Vellu, gave away the books to UPSR students from
15 Tamil schools in Kuala Lumpur in a special function that was held in SJK (T) Segambut, Kuala Lumpur on 23 May 2004 at 4.00pm. 15 Tamil school headmasters, students, parents along with 40 Tamil School Action Council members were present at that function. Dato Seri S. Samy Vellu, in his speech said that, MIC had always taken initiatives to upgrade the standard of Tamil schools and their students. A student must do a lot of exercises in order to achieve excellent results in the UPSR. Teachers' guidance besides additional revision books definitely would be useful for a student to perform well in the examination, added Dato Seri. The revision books which were prepared by 100 expert teachers from Tamil schools all over the country in 2003, were distributed to all Tamil school students before the end of May so that the students had sufficient time to prepare themselvesfor the examination, said Dato Seri. He urged the teachers and parents to play a very effective and important role in delivering the best education to their students.
Appeared in Y S S website on 7th june 2004
Appreciations for Top Achievers In Tamil Schools
Maju Institute of Educational Development (NIIED) under the patronage of Dato Seri S. Samy Vellu has been rewarding Tamil school students who had scored 7As in the UPSR examination since 2002. The first Award Presentation Ceremony for 2002 batch was held at PWTC on 26 January 2003. Top scorers, their parents and headmasters were present during the ceremony. Dato Seri S. Samy Vellu in his speech during the ceremony said that Tamil schools had been the choice of many parents. The enrolment in Tamil schools had been increasing in the past 5 years due to a radical improvement among the pupils, added Dato Seri. In order to encourage and motivate the Tamil school pupils to achieve excellent results in UPSR, this presidential merit award had been introduced. A greater confidence had been placed by MIC on Tamil schools in producing excellent and all rounded pupils who would be the pride of the Malaysian Indian community, said Dato Seri enthusiastically. YSS Officials interviewed some of the 7As achievers, their parents and headmasters during the ceremony in order to know the secrets of their success. In general, extra classes were conducted in the schools after school hours and during the school holidays. N. Kumutha of SJK (T)
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Masai, Johor one of the 25 students who got 7As in Johor told that her school had conducted night classes from 7 pm-10.30pm four days a week for a period of five months before the examination. Kumutha, whose father is a lorry driver never failed to attend the extra classes and she fully concentrated on what was taught in the class. She added that her father bought many reference books and exercise books, which guided and helped her to achieve the best result in the examination. She also read newspaper and referred to the dictionary if she did not understand certain words. Furthermore no housework was given to her and Radio and TV were turned off when she was studying. Her parents also taught her what she did not understand and she was encouraged by them to take part in language competitions. Kumutha also said that the best teachers in a particular subject from other schools conducted guidance seminars in her school. Besides that her friend Thiba guided her in Mathematics and Science.She hopes to become a Professor in Malay Language on day. Ralina Shrin Akbar whose father is a lecturer in University Malaya and undertaking a PHD in Air Pollution said that her school also conducted such extra classes. She was guided by her parents and uncle. She did a lot of exercises and they were checked by her teachers. Although Ralina is a citizen of India and started studying in SJK (T) Vivekanda, PJ, Petaling Jaya, from Year 2, she did not face much problems in learning the Malay language. She added that the Malay-English dictionary had helped her a lot to be proficient in that language. Furthermore her teachers and friends helped her to get A in Malay. She was proud to be one of the 59 top achievers in Selangor.
Her father Mr Akbar Ali who wanted Ralina to become a space scientist said that he guided Ralina in the right way to approach the questions, time management and speed writing. He also said that parents must monitor the progress of their children to ensure their success in education. According to him, primary education for a child should be in their mother tongue. He believes that it will broaden their mind and knowledge. G. Eswary from SJK (T) Jenjarom, District of Kuala Langat, Selangor whose mother is a single mother had also scored 7As in the UPSR. She was one of the 7 top achievers in Kuala Langat District. She said that she did a lot of exercises and revision to understand the subjects. Her mother also had sent her for tuition classes in three places and had bought a lot of reference and exercise books for her. She was also not allowed to watch television but was allowed to attend seminars, courses and camps. She had attended the UPSR Camp organized by YSS in Jugra Training Centre from 5-7April2002. She also referred to the dictionary to improve the standard of her Malay and English. She added that her teachers had given a lot of previous years' examination questions and guided her in answering those questions. Furthermore, her friends also guided her in group discussion. Eswary is confident that she will become an accountant in future. Six pupils from 15 Tamil Schools in the Federal Territory of Kuala Lumpur scored 7As in the UPSR 2002. One of them was P. Gayatry from SJK (T) Kg Pandan who also had attended the UPSR Camp organized by YSS in Kuala Kubu Baru from 22-24 March 2002. Her father is Mr Palaniandy who is a gardener who never neglected his children in giving education to lead them towards their bright future. Mr Palaniandy was willing to spend a lot of money to buy learning materials for Gayatry.
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He had arranged a study room for her and had sent her to many motivation seminars. He said that parents must take care and educate their children from their childhood. The essentials should be provided so that they can experience a wholesome environment. Moreover, Gayatry said that she was never absent to school. She also practised writing a lot of essays, which helped her to get As in Malay. Other than that she had taken home tuition from experienced teachers. Furthermore her school teachers also gave her a lot of encouragement and guidance. Her headmistress, Madam Muniammah was willing to bring her and other students for motivation talk and seminars. May Gayatry become an expert in the field that she would be attached later. Lin Famiiliya Bahtiar, a Malay girl from SJK (T) Ladang Hopeful, Batang Berjuntai was one of the 7As achievers. "I was brought u p in a Tarnil environment, welit to a Tamil kindergarten and naturally went to Tamil sclzool", Lin said in fluent Tamil when attending the Award Presentation Ceremony held for the second time for the 2003 batch on 25 January 2004. Her proud father, Bakhtiar Haira, a labourer, said he wanted his children to learn another language and put them in a school that was near their home. "My three other children are studying in Year Six, Four and One in the same school," he said. Devika Subramaniam whose father is a rubber taper in Gemencheh shared the efforts taken by her to get 7As in the examination. She said that, she had followed her teachers' advice and guidance without fail. "The teachers in SJK (T) Regent, Gemencheh coached me in a proper way and their teaching enabled me to score 7As in UPSR," said Devika proudly. Devika also had put additional efforts on English and Science so that she could be a doctor in the future.
PENGERUS
Her father, Mr Subramaniam, said that he only expected his daughter to get 6As but he was so surprised and happy on hearing that Devika had obtained 7As. His encouragement and sacrifice had contributed to Devika's success, added Subramaniam. Yuvanampi from SJK (T) Vivekananda, Petaling Jaya was very happy to receive an award from Dato Seri S. Samy Vellu. His father Mr Thaiveegan, an OCPD with the police force gave him a lot of encouragement to excel in his studies. Furthermore, he was also given home tuition by his parents. Mr Thaiveegan said that his wife had set a timetable for Yuvanampi and they made sure that Yuva strictly followed it. They also bought the necessary books and helped him wherever possible. Thaiveegan also
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said that one should divide his/her time to play, pray and study. The parents should also monitor the development of their children from time to time, added Thaiveegan. Mr Veerapandian, the headmaster of SJK(T)Simpang Lima, where 16 pupils obtained 7As compared to only 5 pupils in 2002, shared his strategies for the success. He said that the Year Six pupils were given chances to attend many seminars and extra classes that were conducted by the expert teachers. The pupils were also streamlined according to their performance. They were divided into three groups according to their abilities. One group consisted of weak students, second average students and another with 7A potential. The teachers were conducting extra classes according to these groups. Pupils from the potential group were targeted to score 7As in the examination. The pupils who performed well in the trial examinations were given a token of appreciation and their names were displayed on the school bulletin board. This action had further motivated the pupils to score 7As in 'JPSR, said Mr Veerapandian. After having taken such efforts, the passing percentage jumped to 57.7% in 2003 from 43.0% in 2002, added Veerapandian.
Appeared in Y S S mebsite on 31st January 2004
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Meaningful Programs For Quality Tamil Education
Tamil school performance is determined by UPSR results. In order to make the Tamil school more attractive, there are a lot of efforts taken by YSS and other social and political organizations. Efforts are taken to offer more meaningful and quality education for Tamil school pupils so that their full potential can be realized and their future can be brightened. To achieve this, YSS has been running meaningful programs for Tamil school pupils all over the country with the aim of achieving excellent results among the Tamil school students. One such program was special camps. In 2002, 202 out of 13,000 UPSR candidates obtained 7As. To achieve the target of 300 straight A students in 2003 twelve camps were held all over the country in June and July that year. 700 potential UPSR pupils were selected to attend the special camps in each state for 3 days. Each camp comprised 60 to 70 pupils. These camps were conducted by Tamil School Headmasters' Council in each state in collaboration with Yayasan Strategik Sosial. The council had a planning meeting with YSS on 1 Jun 2003. The council's chairman Mr Vairan and his office bearers from each state had attended the meeting. Mrs Jasmine, Service Director of YSS chaired the meeting while Mr Manikam Krishnan, YSS research officer and Mr K. Gunah,
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YSS Family Development officer had expounded about the contents of the programs. It was said that, potential 7As pupils be guided on ways to approach the examination questions by subject. Furthermore, they would be given motivation and leadership talk so that they would have a will to achieve 7As by attending the camps. Other than that, YSS officers and Tamil School Headmasters/mistress council also had discussed to organize seminars for Tamil school parents to enhance parents' role in educating their children. 30 parents seminars were scheduled in 9 states in August. The Tamil school parents, especially those from low income group were invited to participate in the seminar. They were taught on ways to strengthen the relationship between parents and children and also parents' role in educational success and excellence. Experienced speakers in parenting conducted both aspects of the seminars. In making a difference among the Tamil school pupils and their parents, YSS firmly believes that such programs are vital and significant. The most important thing in realizing these programs is the support and commitment of various sections of the Indian community. If they are fully committed, Tamil school education in this country would be the best in many aspects.
Appeared in YSS website on 5th June 2003
Continuous Programme & Social Supports
There are many organizations in this country that contribute to the development of Tamil schools. These organizationshave been conducting various programmes with the aim of upgrading the standard of Tamil school students. Their programmes seem to be one off programmes, which in practical do not bring about the much-desired output from the students. In other words that there are very limited number of continuous programmes for Tamil school students. Continuous programmes are vital in order to achieve greater success among Tamil school students. Every one of us know that Tamil school students are really talented both in academic and in other aspects related to life. In order to bring out their fullest talents and potentials there should be continuous programmes. In line with this, YSS previously had conducted underachievers' programmes for the academically weaker students in various parts of the country. Most of the students who attended these programmes were from Tamil schools. Although it was held only for Remove Class and Form One students weekly, it definitely would have made a positive impact indirectly to the development of Tamil schools.
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These programmes were conducted in 58 places all over the country where around 1500 academically weaker students had participated. Tremendous emphasis was given in improving the level of proficiency in Malay and English among the participants. Experienced teachers involved in these programmes guided the participants sincerely and with vigour. In achieving excellence among Tamil school students, YSS had planned and charted out the same programme to assist the academically weaker students in the early age of schooling. This programme was expanded to Year Four students who were academically weak so that they would have a better chance to improve themselves in their studies. This would definitely be a continuous programme that would be carried out in several targeted Tamil schools with the advice and help of the Headmasters. Experienced teachers prepared a comprehensive module towards that objective. Besides planning and conducting programmes for Tamil school students, more serious participation from the so called professionals and Tamil proponents was needed in achieving holistic development among Tamil schools in this country. In this matter I would say that many professionals neglected Tamil schools. They were in such good positions that they could contribute their energies and knowledge towards the excellence of Tamil schools. Why did they stay away from Tamil schools? Even Tamil school educated professionals hesitated to come forward to help the Tamil school students.
It was found that there were 526 Tamil schools in this country in 2003 of which 84%of Tamil schools were located in the rural area. A total number
of 100,400 (52%)Indian students were studying in the Tamil schools while 89,000 (48%)Indian students are at other types of schools. It showed that a majority of Indian parents preferred to send their children to Tamil schools. Their confidence towards Tamil schools is highly appreciated and applauded. These 100,400 Tamil school students needed strong social support to brighten their lives. It was not that because of Tamil school education that the studentsdid not perform well in their studies but it was merely because of the socio-economic factors. A previous YSS study showed that a majority of those children came from low-income families whose parents were less educated or unable to guide them in their studies. Here the role of professionals become critical. They could have helped the children by adopting and giving them proper extra guidance in their studies. Furthermore, the professionals can work together in arranging free extra classes in a particular place for these children. In reality, vernacular schools in many parts of the world have yielded tremendous success for their people. Countries such as Japan, Germany, Korea etc have been the giants in science and technology although their people were educated in their mother tongue. They can be competitive with the rest of the world. What is lacking in Tamil education? Why do Indians particularly Tamils have less pride in Tamil? In general, preserving our own mother tongue is paramount. In this regard, Tamil schools have been the asset and identity for us to be proud of. Let us put our efforts and actions together for the betterment of Tamil schools and the enrichment of our language although Malay and English are vital for us.
Appeared in Y S S website on 22nd November 2003
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Giving A Fresh Impetus To Tamil School Students through camps
YSS had undertaken a lot of camps for Tamil School students from January 2002 to August 2002. The objective of the camps was to motivate and build confidence among the Tamil school students so that they would succeed in their education and life. As a coordinator of these camps, I was personally involved in 7 camps that catered for 1,250 students from 51 Tamil Schools mostly from the Klang Valley. Those 7 camps were held at the Youth Training Centers in Jugra and Kuala Kubu Bahru. Most of the participants were UPSR students who were weak in studies. I gained a lot of knowledge about Tamil school students who had participated in those camps. I found that Tamil school students are interested in studies but there wasn't enough guidance and support from their parents who were themselves not educated and did not have the skills to guide their children in education.
I took a keen interest on the participants and talked to some of them. Those students came from different Tamil schools, a majority of whom come from low-income families that were living in the estates, squatters, low cost flats and Kampungs. A study by YSS on squatters shows that these places do not have a healthy environment for a child to concentrate on studies.
When interviewed, some of the participants and the teachers who attended the camps, said that the Tamil school students were not facing so much of social problems as was prevalent in the secondary schools. According to the teachers the most common problem that the Tamil school students were facing was playing truant due to lack of interest in education and uncomplete homework. The children did not misbehave during the camps. In this regard almost all the participants were well behaved, supportive and cooperative during the camps. They took part in all the activities carried out by the facilitators with full interest. When the speakers asked them questions on general issues they immediately responded to the questions. They seemed to be very keen in knowing new things. In the camps the students were asked to express their ideas in Malay language to test their proficiency in the language. Some of them could answer very well in the language while others could neither do well in the writing nor in the conversation. But most of them need guidance and help in improving their proficiency in Malay language. Prizes were given away to the students who showed the potential to score 7 As in the UPSR exam that year. They were very happy to receive such prizes and it was hoped that it would encourage the others to study hard. We had also arranged some out door activities for the participants such as jungle trekking, sports and so on. They showed more interest in these activities than on academic related activities. It looked as if they came
for the camps just to participate in jungle trekking.
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The teachers also revealed that some of the participants did not have proper school uniform due to financial problem. Most of those children had sigle parents. Some of them did not even have proper food at home.
So I feel that the Tamil school students have the capability to come up in their life. What they need is a lot of support and guidance from the community itself. The relevant bodies should come forward to give a hand to the Tamil school children so that they too will have an opportunity to succeed in their study and life. We strongly believe that if the children are prepared to perform very well in the primary education, they would not face much problems in the secondary education. The excellence and future of Tamil school children depends on us.
Appeared itz YSS website or1 24th Jun 2002
INFRASTUCTURE
Tamil School Rebuilding Requirements
YB Dato Seri S. Samy Vellu had commissioned Yayasan Strategik Sosial to undertake a study on the rebuilding of Tamil schools. This study was undertaken to verify data collected on 129 Tamil schools in 2000 and also to prepare a report on Tamil schools that were in dilapidated condition.
This report was submitted to YB Dato Hishammuddin, Minister of Education by Y Dato Seri S. Samy Vellu, Minister of Works during B the opening ceremony of the National Symposium For Tamil School Headmasters in August 2004.
Number of Schools
Out of 129 schools, it was found that 106 Tamil schools needed to be upgraded in order to smoothen the teaching and learning process. 69 out of 106 Tamil schools were very old and in dilapidated conditions. These schools had to be rebuilt immediately. 27 schools required additional classrooms due to increase in enrolment. While another 10 Tamil schools were proposed to be relocated to areas with dense Indian population.
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Table 1 Number of schools by category ' Rebuilding I Additional Building 1 Relocation
Total
School Grade It was found that, 72 schools or 67.9% out of 106 schools were graded as SKM (school with less than 150 students). Only 7 (6.6%)schools fall under grade A category while 27 (25.5%)schools are regarded as grade B.
Table 2 Grade
Breakdown of school by grade Rebuilding Additional Relocation Total Building 4 Urban 4 2 10 (9.4%) 5 A 2 7(6.6%) 14 B 1 1 227 (25.5%) 8 50 72 (67.9%) SKM 14 69 106 (100.0%) Total 27 10
Location
Only 10 or 9.4% out of 106 Tamil schools are located in urban areas. 96 (90.6%)schools are located in rural areas. A majority of the schools which are located in rural areas need to be rebuilt.
Breakdown of schools by location Table 3 Location Rebuilding Additional Relocation
Total
10(9.4%) 96(90.6%) 106 (100.0%)
Building
1
(
Urban Rural Total
1 1 I
4 65 69
4 23 27
1 1
2 8 10
1 1 1
1 1
Type of schools
Tamil schools are categorised as partially aided school or fully aided school. In this regard, it was found that there are 97 or 91.5% out of 106 schools that are categorised as partially aided schools. They lack facilities. Only 9 schools are regarded as fully aided schools by the government.
Table -1
Breakdown of schools by type of assistance Rebuilding Additional Relocation Total Type Building Partially aided 65 24 8 9 (91.5%) 2 Fully aided 4 3 9 (8.5%) 69 27 Total 10 106 (100.0%)
Land Ownership
A majority of the Tamil schools are located in land owned by estate management. 65 or 61.3% out of 106 tamil schools are located in estate land. It is followed by 21 schools which are located in private land and 18 schools located in government land. Two more schools are located in land that belonged to others.
Table 5
,
1
Breakdown of school by land ownership Land Rebuilding Additional Relocation Total Building Estate 13 46 6 65(61.3%7 13 Private 7 1 21 (19.8%) Government I 10 5 1 18 (16.9%) 1 3 Others 0 2 0 2 (2.0%) Total 69 27 ( 10 1106(100.0%)1
Appeared in Y S S website on 26th August 2004

88
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Tamil School Building Programme For 2003
Introduction
Tamil schools in this country have been selected by parents of more than half of the Primary school going Indian children for their educational advancement. They do have confidence in Tamil school education. Through the tireless efforts of Y Dato Seri S Samy Vellu, many Tamil B schools have been built with the best facilities, which makes the learning and teaching process much easier. In this regard, the government through YB Dato Seri had allocated some fund to rebuild schools, which had been in deplorable conditions.
Allocation
A YSS survey in the year 2000 revealed that there were 180 schools in a bad state of affairs and needed immediate attention from the government. In response to this survey, MIC charted out an action plan to rebuild those 180 schools and renovate them within a period of 10 years. In this regard, 19 schools had been rebuilt in 2002 at a cost of RM 17.8 million of which the government gave RM 13.9 million.
For the year 2003, 18 schools from various parts of the country were selected based on the condition of the schools. A sum of RM 19.630
millions was requested from the Prime Minister by YB Dato Seri S. Samy Vellu to rebuild and renovate these schools in order to upgrade the standard of education.
Status of schools
Out of the 18 schools, 17 schools are located in rural areas while one in the urban area. 16 out of the 18 schools are partially aided while 2 are fully aided. 9 schools situated in the estate land, while 7 on private land and 2 on government land.
Problems
The deplorable conditions in those schools include cracked floor, wall and ceiling, very old with wooden buildings, old wiring, prone to flooding, leaking roof, clogged drains and toilets, and lack of class rooms. These problems hinder the learning and teaching process in those schools.
Conclusion
MIC hopes that the rebuilding of Tamil schools will strengthen the Tamil education in this country. With the support of the government and Dato Seri's commitment and involvement, the Tamil schools will undergo a tremendous and positive change in the next 10 years to come.
Appeared in Y S S website on 10th March 2003
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Kelantan Tamil School With Hostel Facilities
SJK (T) Pasir Gajah is the only Tamil school in Kelantan, which is located in a small town called Kuala Krai. It was a half wooden school with few basic facilities. With the efforts of the Federal Government and YB Dato Seri S. Samy Vellu, Minister of Works, it had been rebuilt with vital basic facilities. Although this school only had 24 students and 5 teachers, the government did not hesitate to rebuild a 4-storey building and quarters for teachers. Considering the current number of students that the school has, more efforts are being taken by the PTA and the education bureau of MIC Kelantan to increase the number of students. To achieve this, a special project called "SJK (T) Pasir Gajah Excellence" was started by both parties. Under the project, the school was to be converted into a residential school when the new school term began in January 2004.
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Mr Manivannan, coordinator of the project, said that orphaned children, and poor children of single parents were targeted to enrol in that school. They would be provided with accommodation, food, books and other facilities for a period of six years, added Manivannan. To this effect, a circular was sent to various orphanages, social and welfare organizations
all over the country asking them to send the above mentioned children to that school. In order to equip the school with hostel facilities, donation was expected from the public. According to Mr Balakrishnan, Chairman of the school PTA, the school needed beds, mattresses, sports equipment, and reference books other than donation for food provision to the students. He said that the school needed such facilities for 50 students then. Once the school had more than 50 students, the government would provide all the facilities mentioned above. Y Dato Seri S. Samy Vellu, during the meeting with the school B committee, said that the government had always been concerned with the development of Tamil schools. In the previous year, many Tamil schools had been built with aid from government's allocations. Being the only school in Kelantan, the Indian community, especially in Kelantan should safeguard the school by sending their children there. He added that converting the school into a residential school would give a chance to orphans and poor children to receive excellent education. Financial problem should not be a barrier for a child to receive education, said Dato Seri. The project committee members approached YSS on 23 December 2003 to assist them in implementing the project successfully. During the discussion, they had requested YSS to disseminate information about the school to its neighbourhood areas all over the country so that orphaned and poor children could be enrolled. Besides, YSS was asked to get some sponsorship for the project.
Appeared in Y S S website on 31" December 2003
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Tamil Schools Need RM 4 Million For Immediate Repairs
In 2005, the government approved an urgent allocation of RMlO million for all government-aided schools including Tamil and Chinese national type schools that needed immediate repairs. Education Minister Datuk Hishammuddin Tun Hussein said the allocation was for temporary repairs that would be done before the end of the year. He also said that the government would consider more allocation for rebuilding or upgrading the condition of vernacular schools in the near future. It is expected that those schools would be rebuilt under the ninth Malaysia Plan (2006-2010). Malaysian Indian Congress (MIC)with the assistance of YayasanStrategik Sosial and Y Komala Krishnamoorthy, Parliamentary Secretary to B Education Ministry had prepared a list of 156 Tamil schools that needed immediate repairs. Those 156 schools were examined by Public Works Departments (JKR) throughout the country. Selangor topped the list with 36 schools followed by Perak (30 schools), ]ohor (25), Kedah (19), Negeri Sembilan (16), Pahang (12), Penang (11), Malacca (5) and Kuala Lumpur (2).
YB Dato Seri S. Samy Vellu, Minister of Works, personally went through the 156 schools and checked the details for the repairs of the schools. He also determined the estimated cost for repairs of each school as estimated
by JKR. After checking the details, Dato Seri S. Samy Vellu said that the 156 Tamil schools needed RM 4 million for repairs. He requested the Education Ministry to provide due consideration on this matter.
The JKR reportsrevealed that, a majority of the old school buildings were not safe from termites. Many of the Tamil schools were built in the 50s. They are half wooden buildings that are eaten by termites. Other than that it was found that the roof and ceiling of the schools were not in good condition. There were leakages. The walls and floors were also cracked. Several schools did not have proper toilets and classrooms. There were some deficiencies in the canteen buildings as well. It is important to repair the schools that are threatening the safety of the students. Old buildings need to be replaced.
Appeared
irl
YSS website on 8th October 2005
lnfrastucture
RM500,OOO For Simpang Lima Tamil School
Under the Malaysian Educational Blueprint, there is greater emphasis given to elevate the standard of Malaysian schools based education to be on par with the international standards. One of the far sighted initiatives undertaken by the education ministry is the introduction of Cluster schools. As a start, 30 schools ranging from primary schools to higher secondary schools have been chosen and declared as cluster schools in 2007. The schools are regarded as model schools and prominence is given in equipping the schools with state-of-the-art facilities and enhancing the educational quality of those schools in their niche areas. SJK(T)Simpang Lima, Klang is the only Tamil school that has achieved cluster school status among the 30 cluster schools. This is the biggest Tamil school in the country in terms of student enrolment. Currently there are 2016 students studying in the school. Since the school was declared a cluster school, the school staff team and Parents Teachers Association (PTA) have been enthusiastic in planning and implementing various programs for their students. YAB Dato Seri Abdullah Bin Ahmad Badawi, Prime Minister of Malaysia in the 2008 budget announced that a sum of RM500,000 be approved for each cluster school. Datuk Dr Denison Jayasooria, one of the members in the Cluster Schools Advisory Board had a discussion with the PTA on 8
October 2007 in the Simpang Lima Tamil school. During the discussion Dr Denison conveyed to them that RM500,OOO had earmarked for the school to equip the school with some basic facilities and to undertake programs for the students in their niche area. He elaborated that, the money could be used for infrastructure development, improvement of quality of education and development of niche areas. The PTA members during the discussion expressed their interest in conducting German class as a niche area for the students. They said that an arrangement has been made to kick off the class in few weeks' time. Besides, the PTA has also decided to start an archery class in the school soon. Since the PTA has been malung good progress in running IT classes in their self created computer lab in the school for years, Datuk Denison encouraged them to link with an IT oriented school in Tamil Nadu and NIIT, India through the Indian High Commission in Kuala Lumpur as a way to further enhance skills of the students in IT. He also indicated that YSS would identify the school and provide some assistance. At the end of the discussion Dr Denison announced that The Cluster School Advisory Board would select and declare another Tamil school as a Cluster School in the selection of the next 30 cluster schools in 2008. Therefore, he urged the PTA and school staff team to undertake their earnest efforts to make the school competitive and excel in comparison to other schools and meet the requirement to attain international standard in quality education. He said that he envisaged Simpang Lima Tamil School to be an exemplary and top notch Tamil school.
Appeared in Y S S website on 9th October 2007
lnfrastucture
- RM4 million for 22 Tamil schools - Seaport Tamil school will be rebuilt in Kg Medan - New Tamil schools to be built - Additional RM20 million for Tamil schools
The plight of 22 Tamil schools in Selangor had drawn the attention of Selangor Menteri Besar (Chief Minister) YAB Dato Seri Khir Bin Toyo. Several portions of the schools are in deplorable conditions. They either need to be rebuilt or upgraded. These schools are classified as partially aided schools and located in the rural areas. Due to the deplorable condition, the schools also face greater problems in accommodating the increasing number of students as there are shortage of classrooms. In some schools, teachers have to conduct classes in the canteen. To address their plight, Dato Seri S. Samy Vellu said that the Selangor Menteri Besar had allocated RM2 million. Apart from that Dato Seri S. Samy Vellu secured an additional RM2 million from the Education Minister, Dato Seri Hishammuddin Tun Hussein. In this regards, Dato Seri S. Samy Vellu had a meeting with the 22 headmasters/headmistresses on 6 February 2008. At the meeting he discussed the allocation and action plans to upgrade the school buildings.
97
Develo~rnent Tamil School Education in Malavsia of
He requested Datin Azizah, Director of Schools Division of JKR who was also present in the meeting to get the work completed as soon as possible. Y Datin Paduka Komala Krishnamoorthy, Parliamentary Secretary B to Education Ministry, YB Kamala Ganapathy, Selangor State Exco and Datuk Dr Denison Jayasooria, Executive Director of YSS were also present at this meeting.
New building
In the meeting it was announced that 1 out of the 22 schools will get 1 a new lease of life. These schools will be fully rebuilt with all teaching and learning facilities. The schools are SJK(T) Bangi, SJK(T) Ladang Semenyih, SJK(T) Ladang Tumbuk, SJK(T)Glenmarie, SJK(T) RRI Sg Buloh, SJK(T)Ladang Sabak Bernam, SJK(T)Ladang Sg Bernam, SJK(T) Ladang Midlands, SJK(T)Ladang Bute, SJK(T)Ladang Ampar Tenang and SJK(T)Ladang Valamrosa. SJK(T)Kajang will receive a five storey building at a cost of RM3.3 million under special allocation from the Ministry of Education. The ParentsTeachers Association of the school has also contributed a substantial sum for the rebuilding of the school. The construction work would be commencing at any time, said Dato Seri S. Samy Vellu. Once the building is built, SJK(T)Kajang will be the only Tamil school in the country with a 5 storey building. Partially rebuilt The other 1 schools will either be partially rebuilt or upgraded. The 1 schools are SJK(T) Ladang Coalfields, SJK(T) Ladang Ebor, SJK(T) Ladang Bukit Ijok, SJK(T) Ladang Sungai Rambai, SJK(T) Ladang Changkat Asa, SJK(T) Ladang Kg Baru, SJK(T) Ladang Sungai Terap,
SJK(T)Ladang Acob, SJK(T) Ladang Selangor River SJK(T) Brauston and SJK(T)Brafferton.
Relocation of Tamil school

In addition to these, Samy Vellu said that the Selangor Menteri Besar has also allocated RM1.2 million to relocate and rebuild SJK(T)Seaport from Sungai Way to Kampung Medan where there is a high density of Indian population. It is expected that once that school is built, it would ease the overcrowding at SJK(T)Vivekananda, Petaling Jaya. The ground breaking ceremony for the school will be held on 13 February 2008 by Selangor Menteri Besar, YAB Dato Seri Khir Bin Toyo and YB Dato Seri S. Samy Vellu.
STK (T) Desa Cernerlang, Johor
New Tamil Schools He also indicated that a new Tamil school would be built in Taman Tun Sambathan in SungaiSiput as one of the ways to reduce the overcrowd'hg in SJK(T)Mahatma Gandhi Kala Salai which currently has 951 students and is expected that the number would go up to more than 1,000 students in 2009. Besides that, one more new Tamil school would be built in Putra Height, Puchong.
RM 20 million for Tamil schools

In another development, Dato Seri S. Samy Vellu announced that the govenunent has approved an additional sum of RM20 million for this year to change the old face of several Tamil schools. According to him, the second Finance Minister Tan Sri Nor Mohd has agreed to set aside the amount for rebuilding Tamil schools. These include the rebuilding of SJK(T)Sangeetha Sabha in Ipoh. the names of other schools are being finalized. Dato Seri S. Samy Vellu hopes that with the sufficient allocation from the government, all Tamil schools in the country could be equipped with the latest learning and teaching facilities.
Appeared in YSS website on 13th February 2008
ISSUES
25 Pahang Tamil School Issue
Pahang MIC Education Committee had a discussion with National MIC Education Bureau Chairman, Datuk Prof Dr T. Marimuthu on 8 December 2003 at MIED Conference room. Its chairman, YB Devendaran and five other committee members, represented the Pahang MIC Education Committee. This discussion was held to highlight several issues related to Tamil schools in Pahang and also to implement some programmes for the development of Tamil schools in the state. Prof T. Marimuthu was briefed that, Pahang Tamil schools had recorded more passes in the UPSR examination that year compared to previous years. 29 students have obtained 7As compared to 21 students in 2002. There were earnest efforts taken by various parties to improve the quality of education among Tamil school students. It was told that, the UPSR sample questions booklets that were provided free to the UPSR candidates that year had been one of the reasons for the improvement among Tamil school students. In this regard, Prof T. Marimuthu said that, Tamil school students have been performing well since 1998 compared to 10 to 20 years back.
He added that Tamil school parents were aware of the importance of education as a tool for progress. Their mindsets towards Tamil schools had changed where they placed greater confidence in their children's success in education. Prof also expressed his feeling that, scoring 7As in the examination should not be the prime motive in our education system. Although giving emphasis to the potential student is important, other students should not be given less attention or priority in the study. In fact the weaker or average students should be given more guidance and encouragement so that they would be able to succeed in their studies. In order to sustain and improve further the quality of education among Tamil school students in Pahang, the committee charted out an action plan for the year 2004, 2005 and 2006. The committee submitted a proposal to Prof to conduct special tuition classes for Year 4 to Year 6 students in the 37 Tamil schools in Pahang. In this matter, YSS would provide some funds to conduct the proposed classes if the Government provided allocation to YSS the next year. The committee also raised other issues related to Tamil schools in Pahang in the discussion. It was said that there were some small schools especially in the estates, which were in danger of closure in another 5 to 10 years due to migration of people to urban areas when the estates were developed. As a solution to the problem, it was proposed that the schools be relocated in the residential areas with a dense Indian population. In another matter, Y Devendaran said that some schools did not have B sufficient movable properties such as chairs, table, computers, cabinet and so on. Those schools are unable to cope with the increasing number
of students every year. He urged the State Education Department to solve the problem as soon as possible. Besides that, Mr Nadarajah, Pahang Tamil school coordinator, said that untrained teachers from Tamil schools were not offered School Holidays Courses (Kursus Dalam Cuti) that year causing Pahang Tamil schools to be short of 52 trained teachers for the year 2004. The termination of these courses for untrained Tamil school teachers will affect the teaching and learning process in Tamil schools. In conclusion, Datuk Dr Prof T.Marimuthu said that, he would bring up these matters to YB Dato Seri S. Samy Vellu for immediate action. He also praised the Pahang MIC Education Committee for being serious and committed in the development of Tamil Schools in Pahang.
Appeared in YSS zuebsite on 20th December 2003
Issues
26
Tamil Schools To Stay On
We know that Tamil schools in Malaysia were established100 years ago. Since then it has been witnessing a lot of changes in providing quality education to the children especially to those from low income families. Although Tamil schools were established by the British for children from estates, initially to attract labourers to stay back for a longer period, as time passed by, they have gradually transformed into centers for education. Like other schools, Tamil school also follows the national syllabus and all rules and regulations stipulated by the Malaysian Education Ministry. We cannot deny that Tamil schools safeguard our culture and language. It is also a place for Tamil speaking children to learn about their own culture and values thus enhancing their skills in learning. Even the UNESCO reports say that the medium of instruction at the primary level should be in the child's mother tongue as it plays an important role in enhancing the child's potential. Another interesting and exclusive feature of Tamil schools is that Indian children especially those from low income families receive more love and care from the teachers. The parents and students also feel very comfortable with Tamil school teachers. Furthermore, many parents
are unable to speak proper Malay. This makes it difficult for them to communicate with Non Indian teachers in National schools. Many say that the Tamil language has no economic value or it has very few job opportunities. In reality, students are taught their own language not to secure a job, but to instill cultural values and facilitate the processes of teaching and learning. It is not implied that learning Malay or English or any other language, for that matter, promises employment. It is up to the individual how he/she acquires the knowledge and effectively puts it into practice . After six years of primary education, the Tamil school students are integrated in the secondary schools. There, they learn everything in languages, other than Tamil. This goes on to prove that these students not only have the capacity to learn through other languages but also have the potential to perform well in their studies. So I don't see the rationale behind the argument on 'job opportunities'. Language is a tool to acquire knowledge and not to secure a job. If a person knows more languages, he/she can acquire more knowledge by reading the materials available in those languages. I know a lot of professionals who had received primary education in Tamil schools. They became professionals not because of Tamil language, but because of the knowledge that they acquired through education. Mother tongue education helped them broaden their minds and strengthen their belief systems. There are many educated parents and professionals who send their children to Tamil schools. They are aware of the importance of keeping our culture alive although we are in a globalised world. They feel that besides preserving the mother tongue, acquiring knowledge and cultural values are critical.
106
Issues
It is true that there were many dilapidated Tamil schools10-15 years ago. There were also other schools that were dilapidated during the same period. Nowadays, we have many Tamil schools with the latest teaching and learning facilities. If the educated parents send their children to Tamil schools, I am sure their children will also perform well. What I am trying to say is, the type of school does not really matter, what really matters is how the parents educate their children and bring them up in the society. It is also inappropriate to say that we are keeping our children in the dark. Children from Tamil schools are well exposed to other languages besides Tamil. There is a lot of importance given to Malay and English in Tamil schools. Furthermore, Tamil school students do better in English than Malay. That is the reason why the Government's move to teach Mathematics and Science in English was welcomed by Tamil schools. In a democratic country the parents have the right to decide which school their children must attend. Normally, parents send their children to schools which they find more comfortable for both themselves and their children. More than 50 % of the Indian parents feel very comfortable with Tamil schools, and therefore send their children there. Others feel national school is more comfortable. The same applies to politicians. We should be grateful to the politicians who are executing their responsibilities in providing the best for Tamil school children. Respecting the parents' interest towards Tamil school, the politicians take initiatives to provide all the facilities to Tamil school. We must understand that they are not in any way obliged to send their children to Tamil schools. No one is, for that matter!
In brief, Tamil school is a constitutional right granted to the Indians in this country. Therefore it is considered unscrupulous to hurt the feelings of parents who send their children to Tamil schools. We should, instead, respect the trust and confidence they have placed on Tamil schools in shaping their children's future. And as long as there is demand for Tamil schools and continued progress among the students, the Tamil school will stay on. Let us give our support to these schools.
Appeared in YSS website on 27th December 2004
Issues
Under-Enrolled Schools
There are 7,513 primary schools in this country out of which 33% or 2,260 schools have fewer than 150 students (under enrolled schools). In the case of Tamil schools, a YSS study in 2005 showed that 329 (62.7%) out of 523 Tamil schools in the country have fewer than 150 students. These 329 schools had 21,259 or 21.7%students whereas the total number of students at 194 schools with more than 150 students stood at 76,674 students.
Tamil schools by enrolment
0 Fewer than 150 students More than 151 students
A majority of those schools are located in the rural areas especially in the estates and small towns. Migration of Indians from estates to urban areas due to crop conversion and development of the estates as industrial and housing areas has resulted in the decline of students in the estate schools and increase in the urban schools. There are many big Tamil schools with more than 1000 students in the urban areas which have been experiencing shortage of classroom for years. It was found that there were 72.6% or 97 Tamil schools out of 136 Tamil schools in Perak that had fewer than 150 students. It was followed by Johor where there were 47 or 67.1%schools out of 70 schools with fewer than 150 students. Selangor falls on the third place where 43 schools out of 96 schools had fewer than 150 students. It is also important to note that 28.8% or 151 Tamil schools out of 329 under enrolled Tamil schools have fewer than 50 students. These schools need to be relocated to high Indian density areas especially in the urban areas as one of the ways to address the problem faced by the over crowded Tamil schools in the urban areas. The under enrolled Tamil schools face difficulties in terms of finances, infrastructure and teachers quality. The government is concerned in addressing the problems faced by the under enrolled schools in the 9th Malaysia Plan.
Appeared in Y S S zuebsite on 21st November 2005
Teaching Of Mathematics & Science in English
The Issue
The government has made a policy decision to teach Mathematics and Science using English as the medium of instruction in Year One onwards, in public schools starting from January 2003. The Ministry of Education has also announced that Mathematics and Science will be taught using English in stages in other years in primary and secondary schools starting from January 2003. Therefore, it is important that the Indian Community weighs the pros and cons of teaching Mathematics and Science using English and make a decision as soon as possible for the future of Tamil schools in this country. The decision needs to be taken in the light of significant measures that are to be implemented by the Ministry of Education in National Schools to make them more attractive to non-Bumiputera students. The significant measures include, the teaching of Tamil Language in the formal timetable and free text-books to all students studying in national schools.
Factors which support the shift

1 Provides more time and discourse for learning English English language is not the lingua franca in most working class Indian homes who sent their children to Tamil schools. The shift certainly provides more time and discourse for using the language, which otherwise would not be available to Tamil school students. With the shift, students are introduced to the terminology in English, which in most instances is the language of Mathematics and Science. This offers an excellent opportunity to these students to familiarize, acquire and use the terminology from the source language. Irrespective of whether Tamil schools decide to accept the shift, the teaching of mathematics and science will be changed to English in stages at all levels. With t h s shift, students will be better prepared for the instruction of mathematics and science in English. Without this, they will have to constantly do 'code-switching' and spend considerable amount of time trying to understand concepts, principles and patterns which make up the core of Mathematics and Science.
Students' familiarity with the terminology in English
Students' preparedness for schooling at the secondary level
Accessibility and usage of internet and ICT
The language of the internet is English. With the introduction of Mathematics and Science in English from Year One, students are provided with the opportunity to access and use the internet. They will be advantaged to acquire the IT skills. The government is trying hard to offer places in the higher institutions of learning with a ratio of 60:40 for science and arts. Tamil school students will be advantaged with the command of English which is the language of science and technology to enter into science and technology based disciplines. The government is also emphasizing more in the vocational and technical education. Most of the latest books, journals, and research papers are in English. The students will find it easier to read the materials in the original language. Tamil school students will improve their competitiveness for the challenges of globalisation with English Language, Mathematics and Science. Research suggests that children will be able to acquire and master languages at a very early stage. The introduction of English Language in the early stage will not be a problem for them to master.
Technical and scientific knowledge in English.
Preparedness for the challenges of Globalisation
Opportunity to acquire another language at a very early stage
Preparedness for life-long education
Tamil school students will be better prepared for life-long education both locally and internationally with a better command of English, and in particular, knowledge in Mathematics and Science through English. There is certainly a higher motivation amongst Indian students in acquiring and using English Language, the language of the international community. This will boost students' self-concept and selfimage.
Motivation amongst students to learn English Language
Factors which do not support the shift

1 Fears The characteristics and uniqueness of Tamil schools
Remarks Even with the shift, all subjects except English Language, Malay Language, Mathematics and Science will be taught in Tamil which constitutes almost 60 % of the time allocated for teaching and learning in Tamil schools. The culture and language can be safeguarded by the culture of the school which is mainly Tamil based.
Non-Tamil teachers This perceived problem can be solved as a may be p o s t e d to condition for the shift Tamil schools to teach these four subjects which will change the characteristics of Tamil schools. The number of Tamil This can also be addressed as a condition H e a d m a s t e r s a n d to the Ministry of Education. t e a c h e r s i n Tamil schools may be further reduced by this shift. The p r e p a r e d n e s s of teachers to teach Ma t h e m a t i c s a n d Science in English. The overall proficiency in English of present day teachers with the exception of those who are trained to teach English Language is low. The government has offered to train teachers who will be teaching Mathematics and Science in English.
How can one teach Mathematics and Science in English when students have not even acquired basic skills in English, especially when English is not one's mother tongue? Since most of the parents of Tamil School children are from low socioeconomic status they will not be able to provide educational support at home in Mathematics and Science if taught in English. Mathematics and Science are abstract subjects and hence can only be understood easily in the mother tongue.
This is a problem faced by all students in all schools and this is not peculiar to Tamil schools. As such, this is problem which will be tackled by the Ministry of Education. The problem can be solved by starting kindergarten classes where they can be prepared for entry into primary cycle.
-
Since most of them are from the low socio economic status, the educational support they provide at present for their children is low. This problem can be addressed by conducting tuition classes by the schools and other social organisations as in the case at present.
This problem is faced by all children not only Tamil school children. Based on educational theory "any concept can be taught to any child at any age if it is taught in an intellectually honest way"
Issues
Conditions which need to be met before implementing the teaching of Mathematics and Science using English Language in Tamil Schools
Conditions
The characters of Tamil Schools should be safeguarded as enshrined in the Education Act 1996 2 The time allotted for the Tamil Language in the primary school csurriculumshould not be further reduced. 3 That there should be no reduction in the number of Tamil teachers in the SJKOschools. 4 Train Tamil-spealung teachers who are familiar with the culture of students studying in Tamil schools to teach Mathematics and Science. 5 Give priority to teachers teaching Mathematics and Science in Tamil schools now, in training teachers to teach these subjects. 6 All subjects other than English Language, Malay Language, Mathematics and Science should continue to be taught in Tamil. 7 Introduce English Language from Year One in all Tamil Schools. 8 There should be enough support systems including the on-going training of teachers, resource materials, and other physical facilities. 9 Teaching of Tamil Language should be included in the formal timetable in secondary schools. 10 There has to be incentives both for teachers and schools when implementing this initiative in schools. 1 All Tamil schools should have pre-schools which could prepare 1 students to receive instruction in English starting Year One. 12 Infrastructural facilities need to be upgraded in Tamil schools irrespective of their status either as 'Bantuan Penuh' or 'Bantuan Modal' schools.
1
Appeared in YSS website on 10th August 2002
Pupils' Opinion On Teaching Of Mathematics And Science In English
Introduction
English Language has become a tool of communication in order to face the challenges in the information technology era and the borderless world. In realizing this, the government has taken a concrete step to prepare the people of this country especially the school going children to be proficient in the language. As an initial move, Mathematics and Science are taught in English for the Year One pupils and Form One students. YSS undertook a survey in October 2002 on this matter to get the opinion of the Tamil Primary school children. The survey was conducted whle they were attending, 'Towards Secondary School Program'. A sampling of 353 pupils from Year Six from 4 different schools in the Klang Valley had been used in this survey. They were taken based on their different socio economic environments. Table 1 below shows the schools from which the pupils were taken for the survey.
Issues
Tablel: Number of Pupils according to place
Places
Kuala Lumpur (15 schools) SJK (T) Vivekananda, Petaling Jaya SJK (T)Sg Renggam, Shah Alam SJK (T) Batu Caves, Selayang
Total
No of pupils
104 95 84 70 353
Percentage (%)
29.5 26.9 23.8 19.8 100
Type of Living Places

These 353 pupils live in different types of places. Of this 33.4%pupils are living in low cost flats.19.8%live in low cost terrace houses and another 14.7% pupils in long houses. Other pupils are living in the squatter houses (6.5%), and a few of them live in houses such as medium cost houses and bungalow houses. The living places of 51 or 14.5% pupils were not known.
Parents' Education
A majority of their parents had received only primary and secondary education. In this connection 51.0 percent and 29.7 percent fathers had completed their education at secondary school and primary school respectively. 35.1% of the mothers also had completed their primary education and 46.7%their secondary education. Only 10.3%fathers and 8.0% mothers had received tertiary education.
Table 2: Parents' Education Level
Occupation Due to their low education, a majority of the parents are working as unskilled workers (labourers, factory workers, rubber tapers etc) and semi skilled workers (technician, mechanic, etc). In this regards, 24.7 % fathers out of 307 fathers and 54.9% mothers out of 133 mothers are working as unskilled workers in various sectors while 54.7 fathers and 18.0%mothers are working as semi skilled workers. A percentage of 13.4 fathers and 20.3 mothers are working as managers, doctors, engineers, lecturers, teachers, clerks, artists etc. A small number of fathers (7.2%) and mothers (6.8%) doing their own business. are Household Income In line with the education and occupation of their parents, the household income was determined in the survey. A majority, that is 54.7% of the families earned monthly income between RM 511 to RM 1200 followed by 28.8% of families that earned between RM 1201 to RM 5000 per month. A percentage of 12.5 families were found earning less than 510 per month.
Issues
Pupils Opinion
The pupils' opinion on the teaching of Mathematic and Science in English in Form One were sought. Of this, 321 (90.9%)pupils said that they were interested to learn Mathematic and Science in English for various reasons. A majority (27.7%)of them strongly believed that they could improve their standard of English by learning the two subjects in English. According to them, one can enrich their vocabulary, which could help them to speak the language fluently. Besides that 17.2% pupils felt that it was easier to learn in English than in Malay. Others said that they liked English very much (14.6%), would broaden it their knowledge (10.6%),it was important for their future (6.2%), give to a try (3.7%),International language (2.2%),can go to overseas (1.9%), and was easier to secure a job (0.3%). 15.6% of the pupils did not give their reasons for supporting this move. Although a majority of the pupils had positive opinion on this move, a small number of pupils (9.1%) said that they were not interested to learn Mathematics and Science in English. The reasons given were, they did not understand English (37.5%),it was easy to learn in Malay (6.3%), and other reasons being their interest in learning the available scientific terminologies in Tamil, and the difficulty to learn in English. 15 out of 32 pupils who were not interested to learn the subjects in English did not give any reasons.
Conclusion
In general, the survey showed that although a majority of pupils came from low income families, they are interested to learn Mathematics and Science in English. It seemed that they do not face any problems and difficulties in learning the subjects in English although they conununicate all the time in Tamil at home. So, one cannot underestimate the ability of the Tamil school pupils. If they can do it, let us encourage them.
Appeared in Y S S website O I Z ZOtll Februa y 2003
30
Pre School in Tamil Schools
The early years of children's lives are ones of rapid growth and development. They enter their pre-school years with a background of significant learning experiences gathered within their family, friends, neighbours and relatives. Many will have further added experiences of learning through play by attending parent and toddler groups, playgroups or nurseries. During their pre school years enhancement of their learning is continued in a range of settings in the private, public and voluntary sectors. But at the same time the child's most valuable experiences in many ways will continue to take place at home and community. The vital contribution of pre-school education lies in developing and broadening the range of children's learning experiences in order to make them confident, eager and enthusiastic learners who are looking forward to starting school. Such an educational experience should be of the highest quality and be based on the best interests of children, should centre on the importance of relationships, and create an inclusive environment for the child to learn. Pre school education in Malaysia has been given importance since 2000. The Malaysian Education Ministry has been taking necessary steps to
provide pre school classes at all primary schools. In the 8th Malaysia Plan the Government approved a total of 7,500 classrooms beginning year 2002 in Primary schools. Until 2004, a total of 2,803 classrooms have been completed, fully furnished together with pre-school educational equipment. In 2004 alone a total of RM46, 692,800 was spent on 500 classrooms that were renovated into pre-school classrooms. In the case of Tamil primary school, YSS research report in 2004 showed that only 96 (18.2%)Tamil schools out of 523 schools had pre-school classes in their premises. Out of this, pre school classes in 42 schools are run by government, 36 schools by Parents Teachers Association (PTA) and in another 17 by private organizations. (It was updated that 75 Tamil schools had pre school classes run by Government as of 2006).
Pre school classes in Tamil schools
(2004)
17 schools
42 schools
36 schools
Gowrnment PTAs
Because of the fact that a majority of Tamil school going children come from low-income families, they cannot afford studying at privately run pre-schools. As a result, a majority of these children are without pre school education and enter standard one without 3R skills. This problem is prevalent among many students studying in rural and interior schools. The latest figures reveal that there are 100,000 students in primary schools who have yet to grasp the 3R skills. Realizing this phenomenon, several Indian social organizations and individuals have put their hands together to provide an opportunity for Indian students to undergo pre school classes. As a pilot project Tamil schools in Kuala Lumpur have been targeted. It was learnt that 3 out of the 15 Tamil schools in Kuala Lumpur do not run pre school classes. Now a steering committee has been set up by few social activists to assist in setting up pre school classes in those schools in 2006. Recently the committee had three meetings with the 15 Tamil schools to chart out an action plan to conduct pre-school classes in these schools. Tan Sri Ramon Navaratnam chaired this committee while the coordinator of the project was Ir Arumugam. The committee received an overwhelming response from various organizations/individuals in setting up pre schools. Now the committee has decided to conduct a training session for pre schoolteachers in November 2005. SJK(T) Fletcher is a fully government aided Tamil school in Kuala Lumpur. It has a one year old three story new building. Pre school class was started in January 2005 with 25 students. Mr Janarthana who is the headmaster of SJKO JalanFletcher, Kuala Lumpur has been there for the past one year. He has 25 years experience of teaching English at National Schools in various part of the country. In 2000, he was promoted as
headmaster and sent to SJK(T)Bukit Jalil, Kuala Lumpur. After serving 3 years there, he has been transferred to SJK(T)Fletcher in 2004. According to Mr Janarthana, when the pre school class first started at Fletcher, more than 30 students came to register. But the school could only take 25 students in line with the requirement of the Education Ministry. They had to turn down other applications. Many students except one or two in the Pre School are very good in reading, writing and arithmetic, he elaborated. He also said that there is a wider gap between those who enter standard one with pre school education and without pre school education. Those students with Pre School experiences mix around better compared to those without pre school participation."Standard one students without pre school education do not have enough confidence, respond slozclly to teachers, do izof express tlzeirfeelirlg or opinion fieely, poor rentling habits and uncertain about 3R skills", added Mr Janarthana. Low passes in UPSR are also prevalent among those without Pre school experience. The school is taking early intervention action to assist them adjusting to the environment. Remedial classes are being conducted to help academically weak students. They are placed in a group to be given special coaching. Other than that a special education class is being considered for Tamil school students who have problems related to dyslexia. Dyslexia refers to a child with the same or higher niental alertness than other normal children but has problems in spelling, reading, writing or counting. Such children need help through the use of special approaches, strategies and teaching and learning activities, lamented Janarthana.
#'
~ h teaches pre school students said that when the o L m e to the class, they were shy and hyperactive. After acing in the class, now they are more confident interacting ners and counterparts, could catch up in their studies and mix 1 well. She also said that many parents do not come over to school .larly to enquire about the performance of their children. She believes that a better relationship between the teachers and parents will enhance the performance of the students. Preschool has been an agent for developing relationships and extending skills among young children. Children develop understanding in many different ways but they learn best in an environment where they feel safe, secure, confident and have opportunities for enjoyment. In order to fulfill these, the Malaysian Education Ministry with the assistance of social organizations and individuals should act fast to implement pre school classes in all primary schools in the country so that no child is left out in receiving pre school education.
Appeared in YSS wcbsltc on 26th Octoher 2005
POST PRIMARY EDUCATION
31 Towards Secondary School
Introduction
Students fro111 primary schools after experiencing 6 years of primary education, will be attached to a new education system. They will also face new challenges in secondary schools. Tamil school students, after studying in a mono cultural environment will move to a multi cultural environment. They are going to experience life differently as they will have to interact with counterparts of other races. In this regard YSS is fully committed to give guidance and orientation to Year Six students. YSS conducted a half day programme called "Towards Secondary School" for Year Six students from Kuala Lumpur and Selangor. This programme was organised in collaboration with Kuala Lumpur and Selangor Tamil School Head Masters' Council. 112 Tamil schools with 5000 students participated in this programme which was held from 15 October to 30 October 2002.
Objective
The objective of this programme was to prepare the Year Six students mentally and psychologically so that they can face new challenges in the secondary school with full confidence and self determination. The
Post Primary Education
challenges are multilingualism, multi racial environment, teacherstudent interaction, peer interaction, academic expectation, and so on. YSS hoped to improve their motivation level through positive values such as self respect, leadership qualities, self confidence etc.
Preparation
YSS held a meeting chaired by Dr. Denison Jayasooria to discuss this programme with Kuala Lumpur and Selangor TainilSchool Head Masters' Council on 4 Oct 2002 at the YSS Conference Room. Kuala Lumpur Tamil School Head Masters' Council president Mr. Muthusamy and Selangor Tamil School Head Masters' Council president Mr. Varnamuthu said that both councils will give full support and cooperation to make this programme a success. Mr Jayapalan, Coordinator of Kuala Lumpur Tamil Schools and Mr Murugan, coordinator of Selangor Tamil School obtained the necessary approval from the education department to legalize this programme. All students who participated in this programme were given a file with a brochure explaining as to how the students can face new challenges in the secondary school environment. This brochure could be regarded as a guideline for them in the secondary school.
Implementation
YSS personally ran this programme with the able assistance of facilitators from NSTP for the Tamil School students in Kuala Lumpur (15 schools) and Petaling District (10 schools). They will be monitored from Remove Class till PMR by having a regular programme. Their perforiuance and development throughout this period will be studied by an YSS officer. In other districts in Selangor the Head Masters' Council conducted this programme with the help of secondary school teachers from feeder schools.
YSS funded this programme under the allocation of National Unity and Community Development Ministry (2002/ 2003).
Conclusion
We hope that programme such as this will be beneficial to our Tamil School children who really have the capabilities to realize excellence in their lives if proper guidance and continuous support is given to them.
A Preparatory Programme For Tamil School Leavers
Introduction
'Towards Secondary School,' a programme organized by YSS in collaboration with Kuala Lumpur and Selangor Tamil Schools Headmasters' Council started in SJK (T) Sg Rengam, Shah Alam. A total of eighty-five Year Six students from the school attended this programme.
Two teachers from NSTP in education (NIE) conducted a session called
Improving English language Proficiency. I observed that the students were impressed with the way the two teachers conducted the session. Firstly they were divided into 10 groups. Then they were given an explanation on the importance of English by giving some examples. After that the teachers recommended some ways to improve their skills in both languages. One such recommendation was to read the newspaper daily.
A newspaper was given to each group. Each group was given an assignment titled "All About Us." The instructions were: Find,
A word that describes your group A language lesson based on food A news item about something that happened in Singapore. A TV programme you enjoy A picture of your dream house A picture of a cultural item An ad of something you like A picture that makes you happy/laugh A story that makes you sad Something that makes you angry A picture of a famous sports person An interesting and colourful picture wit11 a local theme
They had to cut these items out and paste them creatively on the mahjong paper. I found that the students actively and happily participated in this activity. They produced a wonderful work. After this activity, each student was given a piece of paper containing the lyrics of a song. The teachers sang the song with the students. At the end of the session, each student was given a newspaper.
I conducted the second session with the theme, 'Facing new challenges in the secondary school'. I presented some points on this topic through OHP slide presentation. Below is the summary of what was presented to the students.
1.
2.
3. 4. 5.
Facilities available in the secondary schools The element of multi culturalism such as religion, belief, language, attire, food, Relationship with other races Personality development/ personal appearance Positive values
6. 7. 8. 9.
Subjects taught in the remove class and form one The method of study Type of extra co curricular activities. Advantages of involving in extra co curricular activities.
Similar programmes were conducted with the help of teachers from NSTP for another 30 schools in Kuala Lumpur and Petaling district (see table below). Y Dato Veerasingam, Parliamentary Secretary to the B Ministry of National Unity and Social Development officially launched this programme in Netaji Hall, Kuala Lumpur on 24 Oct 2002. In his speech he said that the Year Six students must prepare themselves with English language skills, as they will study Science and Mathematic in that language from next year. He added that basic knowledge of secondary school education system would be helpful for a student to be better equipped in the system. He also encouraged that such programmes be conducted for the Year Six Tamil school students from other states. The Indian based organizations should come forward to conduct such programmes for the betterment of our children.
Development of Tamil School Education in Malavsia
Preparing Tamil School Students To Enter Secondary School
After six years of primary education, the students are setting their feet into secondary school. The learning environment in the primary school and secondary school would be different. In case of vernacular primary school students, there will definitely be many more differences in the secondary school. In the vernacular schools the students have been educated through their mother tongue for six years. Furthermore they have been studying in a mono-cultural milieu. When the vernacular students enter into secondary school, in the beginning they would face difficulties with the medium of instruction and multiethnic group of students. Realizing this phenomena, Tamil School Action Council along with Yayasan Strategik Sosial has come out with a guidebook for Tamil school students who are going to secondary school. This guidebook was prepared upon the request of Y Dato Seri B S. Samy Vellu and it is fully funded by the Maju Institute of Educational Development (MIED). A committee comprising 13 teachers and education officers wrote this book. Mr Muthusamy from Malaysian Education Ministry was entrusted to lead the committee. The committee members with full commitment and dedication prepared the book that covered of all aspects of secondary school education.
A ceremony to launch this book was held on 4 November 2004 at 2.00pm
in Netajii Hall, MIC Building, Kuala Lumpur. Dato Seri S. Samy Vellu officially launched the book and gave them away to Year Six students and headmasters from Kuala Lumpur and Selangor Tamil Schools. Students and headmasters from 112 Tamil schools in Kuala Lumpur and Selangor along with Tamil school coordinators and invited MIC representatives witnessed the launch. Earlier, Dato Seri S. Samy in his speech said that it is the first time a guidebook on secondary school life is prepared for post primary school students especially those from Tamil schools. This book is written with the objective of enabling the Tamil school students to adjust to the new environment and also face new challenges that await them in secondary schools. To print 16, 000 copies it cost MIED RM 20,000, added Dato Seri. Another important point raised by Dato Seri Samy Vellu in his speech was that those entering secondary schools should have broader and matured minds. There should not be problems when communicating with multicultural students. They must understand each other's culture, customs and living styles. These are important in achieving vision 2020.
Elaborating on unity, Samy Vellu mentioned that, in the vernacular schools, students are taught the common subjects, which depict the importance of unity and tolerance in a multiracial society. Although the medium of instruction is different, the syllabus shares the common goal in achieving a united society, added Dato Seri. "Further actions need to be stepped up in strengthening relationship among our children so that they will live harmoniously. I believe our current education system will pave the way to realize it," said Dato Seri.
For Tamil school students in other states, the guidebooks will be distributed through MIC State chairmen before the end of the school holidays. The Tamil school coordinator in each state will make sure that these books reach the students.
Appearell in Y S S website on 20th November 2004
The Contents of "Towards Secondary School" Guidebook
Mr Muthusamy, the chairman of the "Towards Secondary School" guidebook committee, gave a review of the book at the book launch. He elaborated on the five important aspects that are written in the book. They are, environment in the secondary school, problems faced by students in the secondary school and solutions, study methods and extra-curricular activities, moral values and educational journey.
Environment in the secondary school

Mr Muthusamy said that there are students from multi-racial environment in the secondary school. This would be the first time for Tamil school students to study with them and mix around with them. Furthermore the mediums of instruction are Malay and English. He also said that there would be additional teaching and learning facilities and also sports facilities in the secondary schools.
Problems faced by students and solution

Some problems usually faced by the students are stated under this topic. They are, weakness in Malay and English, fear of secondary school education, difficulty in communicating with other races, less involvement in extra curricular activities and difficulty in understanding certain
subjects. Such students are advised to always mingle with students of other races, understand the secondary school system properly, always respect and follow the advice of the teachers, be active in extra-curricular activities and discuss with friends or teachers about the subjects. He said that the problems faced by students at home also lead to other problems in school. If there are conflicts among parents at home, the children also will be affected by the conflicts. Other than that some students might face financial problems in the secondary school. As a solution, the affected students are advised to seek assistance from their respective schools, as there are provisions for some assistance to the needy students through schools. The students are also asked not to befriend with bad or problematic students as it will lead them to involve in undesirable activities such as theft, robbery, fights and drug abuse. Instead, the students should mix with good students who can help them in education.
Study methods and extra curricular activities

The writers of the book have suggested some approaches for the students to follow in order to study well. The students are asked to always concentrate on what are taught by the teachers, discuss with teachers or friends, complete home work, acquire reading habit, prepare short notes, and always refer to the dictionary in order to improve language proficiency. There are many extra curricular activities in the secondary school such as Malay Language Society, Cadet, Football Club, Badminton Club and so on. It is important for students to be active in the activities so that it is easy to get a job in future, enrich general knowledge, increase proficiency in Malay and English, enhance self confidence level, get accustomed to healthy life styles and learn leadership values.
Moral Values
All can live well if our mind is controlled and positive values are practiced. Meditation, following teachers advice, getting involved in fruitful activities, practicing self-control, enhancing potential and studying well are some of the values illustrated in the guide book. Other than that, the students are encouraged not to waste time. They can do home work, do revision and play games during leisure time. At the same time the students are also advised not to waste their energy by gossiping, getting angry with others for no reason, chattering away unnecessarily and having a couldn't-care-less attitude.
Educational Journey
Under this topic the structure of the Malaysian educational system is explained in order to show the students and parents the broader picture of educational opportunities available. One starts his/ her education from kindergarten but not all complete tertiary education although there are many opportunities. In this regard the students are given a clear picture of the level of education and the opportunities. In general Mr Muthusamy and his committee members believe that this guidebook will instill confidence in Tamil school students to further their secondary education successfully but they also need continued support from their parents to make their educational journey smooth.
Appeaved in YSS website on 20th Noz~ember 2004
Some Tips For Tamil School Students
A group of 35 students and 6 teachers from SJK (T) Prai, Pulau Pinang visited YSS on the 25th of September 2004 at 12.00pm.A majority of them were Year Six students who had just sat for their UPSR examination. They were on a two-day educational tour in Kuala Lumpur.
Before they came to YSS, the group visited the Kuala Lumpur International Airport in Sepang. When asked, the students said that it was the first time all of them went to an airport and it was an unforgettable experience for them. One of the students said that he was very delighted to see the aircraft just in front of him. He knows that one day he will embark on the aircraft. From there, the students and teachers visited YSS to learn more about educational opportunities and prospects that are available for primary students especially Year Six students.
I was very glad for the opportunity to talk to the students. I found that most of them were from low income families who did not have enough support from their parents in order to excel in their studies. This is consistent with my earlier studies and observations.
During the briefing session, I addressed one of the important challenges that the Year Six students would face in their secondary school the following year. I told them that many Tamil school students especially those who were weak in Malay would find it difficult to communicate or interact with the Malay and Chinese students. The reason being that Tamil school students who have been schooling in the monoculture milieu for six years, only spoke in Tamil with their counterparts. Therefore when they move to secondary schools where there are multicultural milieus, they will struggle to speak in Malay with their non-Indian classmates or friends. In this matter, I gave them 2 pieces of advice. Firstly, the Year Six students who are weak or do not have the confidence to speak in Malay should put extra effort to learn it during the long school holidays. They can attend special Malay tuition classes, read newspapers, make it a point to always refer to the dictionary, listen to news in Malay and read story books. The second thing the students should do is, always mix with the.Malay or Chinese students as this is one of the ways to improve proficiency in the Malay language in a short period of time. I advised the students not to be embarrassed whenever they made a mistake while speaking in Malay. This will help the students improve their proficiency in Malay. By interacting with non Indian students, the Tamil school students will also learn about their culture and customs thus creating unity amongst them. The students need to learn how to survive in the dominant group as well. The Year Six students were also briefed that they can apply to MRSM if they score 7As in the UPSR exam. MRSM is a junior college specifically
set up for top achievers in the UPSR and PMR exams. It was opened to non-Bumiputra students two years back as a move to integrate the students of multiracial backgrounds. I mentioned to the Year Five students who were also in the tour group that MIC gave awards to 7As achievers in the UPSR every year. The 7As achievers are given RM500 and a trophy each. I urged and encouraged the students to study hard to score 7As in the UPSR next year so that they would be able to receive the award from Dato Seri S. Samy Vellu. Mr Thambirajah who was accompanying the students along with five other teachers, said that this form of educational tours would sharpen students' minds thus deepening their knowledge on places that they visit. According to him, the group would be visiting the KL Twin Towers, Putra Jaya and then take a ride on the LRT train before returning to Penang the next day. From another aspect, in my conversation with Mr Thambirajah during lunch, he said that students in his school gained from learning Mathematics and Science in English. Although a majority of the students come from Tamil speaking families, they were able to absorb the knowledge in both subjects through English. He added that he could not see any difference when Mathematics and Science was taught in Tamil two years ago and now in English. If the students are guided systematically, they will be able to achieve high levels of performance.
Appeared in YSS website on 5th October 2004
About The Author
anikam Krishnan is currently the Director, Policy Research in Yayasan Strategik Sosial (YSS). He has been working in YSS since 2000. He joined YSS as a research officer and then he was promoted to be an Assistant Director and subsequently to be Director. He is highly committed to Tamil school education. His primary task is to undertake research on Tamil school education focusing on the issues and concerns of Tamil schools. He has written many reports and proposals on issues and concerns of Tamil schools, which were submitted to the Government especially to the Malaysian Education Ministry through Dato Seri S. Samy Vellu, President of Malaysian Indian Congress (MIC) and former Works Minister.
"Learning
English througlz
Tamil" hook
launch.
Besides, he was also responsible in coordinating several programmes pertaining to the development of Tamil schools such as Tamil School Headmasters' Symposium, Students Enrichment Camps and Motivational programmes were some of the programmes.Furthermore, he has had the opportunity to visit many Tamil schools in the country and it has given him an indepth knowledge and understanding of Tamil schools.Some of his articles on Tarnil schools were published in Tamil Nesan Daily for 30 weeks highlighting the background, struggles, performance and Infrastructure development of 30 well built Tamil schools. In addition to that, he also undertook various researches pertaining to Indian issues. He has written reports and proposals concerning Estate Workers' Housing Scheme/Basic Infrastructure, Squatters, Temples, Higher Education, Skill Trainings and Employment.
Y ozltlg.leaders
oisit to Austrnlin
Other than his commitment to Tamil schools and research work, his passion led him to write three books. The first book was entitled "Learning English Through Tamil" (Level One) and the second one was "Learning English Through Tamil" (Level Two). These two books were published in 2003 and distributed to Tamil school students in order to assist them improve their proficiency level in English. The third book entitled "Indian Organizations, Malaysia" was published i n 2007. This is a comprehensive database of 90 Indian based organizations in Malaysia which covers a range of multifarious activities in the fields of social welfare, community development, educational aids, religion and spirituality, arts, language, literature, women development programmes, sports, martial arts and cooperative societies. Manikam Krishnan received his primary education at SJK(T)Pundut, Sitiawan. He graduated in Social Administration from University of Malaya.
During his service in YSS, he was given opportunities to participate in the forums/serninars/conferences held both at local a n d international level. He participated in the Educational Dialogue Forum in Germany in 2003 which was organised by the Friedrich Naumann Foundation. He also presented a paper on Vernacular Education in Malaysia at Centre for Indian Diapora Studies, Hyderabad University, lndia in 2005. In 2007, he participated in the Young Leaders Programme organized by Australia-Malaysia lnstitute in Melbourne, Canberra and Sydney. He believes that his current book, "Development of Tamil School Education in Malaysia, An Analysis of Achievements and Challenges" (2008) would showcase the existence and development of Tamil schools in this country.
Manikam Krishnan
1 ?zSE&%$dation
Development of Tamil School Education in Malaysia, An AnaEyus of Achievements and Challenges clearly provides a historical o w ~ i e wan accurate , assessment of the current issues, trends, concerns including foture challenges, possibilities and opportunities. This book is a compilation of 35 M c i r h K m n h h short articles written for i%e YSS website ( ~ ~ ~ . y s s 9 8 . c o m ) highly committed Po T . between 2002 and 2008. ~~tian.Hehasbeen
ikxkingwy
and
ad&ywi#, 7apdKttold ot%uMb. in prqaur"ng v a h a re$&i&anddr#m c~ceming TamJlxhaok.
ISBN 971-913-43309-9-1

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DEVELOPMENT OF

Yayasan Strategik Sosial

ISBN No. 978-983-43309-4-1

HISTORY AND BACKGROUND

Tamil school students fare better in Mathematics and Science

POST PRIMARY EDUCATION

Dato Seri S. Samy Vellu President, Malaysian Indian Congress

HISTORY & BACKGROUND

Develo~ment Tamil School Education in Malavsia of

History And Development of Tamil Primary Schools in Malaysia

History & Background

Develo~ment Tamil School Education in Malaysia of

History & Background

In the case of Tamil schools, in 1951, the Indian Education Committee

Develo~rnent Tamil School Education in Malaysia of

History & Background

SJK (T) Indera Mahkota, Kuantan

Develoornent of Tamil School Education in Malavsia

Enrolment in Tamil Schools On The Rise

History & Background

Development of Tamil School Education in Malaysia

Memorandum For The Development Of Tamil School

History & Background

Converting partially aided school to fully aided school Issue

Partially aided schools

Fully aided schools

Development of Tamil School Education in Malaysia

Rebuilding Tamil school

Basic Amenities in Tamil school

History & Background

Relocation of Tamil school

Develo~ment Tamil School Education in Malavsia of

Shortage of trained teachers in Tamil schools

History & Background

Development of Tamil School Education in Malaysia

Tamil speaking officers in District Education Office (PPD)

History & Background

Development of Tamil School Education in Malaysia

Teaching of Malay and English

Development of Tamil School Education in Malaysia

Quality Of Tamil School: An Analysis From 1993-2007

Develo~rnent Tamil School Education in Malavsia of

Develo~ment Tamil School Education in Malavsia of

Development of Tamil School Education in Malaysia

Appeared iii YSS website on 27th Sepfernbeu2004

Development of Tamil School Education in Malaysia -

Comparison Between Tamil School And National School Students

Develo~ment Tamil School Education in Malavsia of

Table 2: Coinparison of UPSR Results Between SJK (T) SK Schools and

26 (37.1%) 38 (54.3%) 48 (68.6%) 50 (71.4%)

Tamil School Students Fare Better In Mathematics And Science

Develo~ment Tamil School Education in Malaysia of

Development of Tamil School Education in Malaysia

Poverty Is No Barrier To Excel

The YSS Study

Development of Tamil School Education in Malaysia

Development of Tamil School Education in Malaysia