An Education System Worthy of Malaysia #54
Chapter 8: Reforming Higher Education (Cont’d)
Other Post Secondary Institutions
While universities create, disseminate, and apply knowledge, we need other supporting institutions like teachers’ and technical colleges to extend these functions. We should not focus only on universities to the detriment of these other equally important institutions. After all for every engineer, we need four or five technicians and draughtsman; for every doctor, a dozen allied health care workers like nurses, technicians and therapists.
To its credit Malaysia has not neglected these other tertiary institutions. Unlike many nations, Malaysia has not succumbed to the fad of “upgrading” its teachers’ and technical colleges into universities. The one exception thus far is the recent conversion of SITC into a university. I will discuss only teachers’ colleges, but my underlying theme of trying different models, being flexible, maintaining quality, decentralization, and the importance of industry input apply to all other institutions.
I select teachers’ colleges for yet another reason. Next to the family, the most important predicator of a child’s success in school is the quality to his or her teacher. And quality teachers come from quality institutions.
The teaching profession must not only attract the talented but also provide them with the best training initially, and then regular continuing professional development as well as defined paths for professional growth so as to retain them. Good teaching skills can be taught, and those skills like those of other professions must be periodically updated.
Malaysia has 27 teachers’ colleges; most, like the universities, are of recent vintage. A few like the ones in Kota Baru, Malacca, and Tanjong Malim (now a university) have long distinguished histories, having been set up during British rule. They prepare teachers for primary and lower secondary schools. I disagree with the National Brains Trust recommendation that all secondary school teachers have baccalaureate degree. This does not mean that those currently with diploma should not be given every opportunity to pursue their studies towards a degree and to remain teaching at the same level (with added pay of course). At the upper secondary levels however, we must have teachers with a degree, even graduate degrees especially for Sixth Form.
There must be room for innovations and the trying of new models. With the current emphasis on English and the teaching of science and mathematics in English, I propose converting many of these colleges into entirely English medium. These colleges should also specialize to develop greater expertise. Some could concentrate on English, others on science and mathematics, and a few on the performing arts.
Similarly, the current effort to bring IT into the classrooms should begin at the teachers’ colleges. Before supplying computers to the classrooms I would first start teaching IT and giving computers to the teacher-trainees. They would then form the nucleus of expertise who will spread IT to the schools. Such a strategy would be slower but more likely to be successful than the present rushed and scattered method.
A major problem with teachers’ colleges and teaching generally is that they no longer attract bright and motivated students. Teaching is fast becoming the profession of last resort. This is an unkind statement to make considering the thousands of smart and dedicated teachers out there, but that is the reality. These dedicated teachers too are frustrated in having so many of these less-than-committed colleagues.
One solution to attracting talent would be to raise the pay. Malaysian teachers are grossly underpaid; a hike in the order of 25 percent would be appropriate. There must also be special allowances to entice teachers to rural areas as well as for teaching English, science, and mathematics. Earlier I suggested building teachers’ quarters for rural schools. Thus science teachers posted to kampong schools would get double allowances (rural and science), plus living quarters to boot. That ought to spark some interest.
In November 2002 MOE announced that science and mathematics teachers would get a 5 to 10 percent incentive allowance. That’s a beginning; to be effective the figure has to be at least 25 percent.
We must recognize that teachers are like members of other professions; some are better and more effective and productive. There must be a mechanism for identifying such superior performers and rewarding them accordingly. Giving the same bonus to everyone or giving undue reverence to seniority would not differentiate or motivate them. There must be merit pay increases, and I would let the teachers define merit and select their outstanding colleagues.
Others have advocated giving teachers more respect. I agree, and paying them more is one tangible way of showing this respect. I am uncertain of the value of such high profile activities as celebrating teachers’ day and having national teachers’ awards.
Another way to attract brighter candidates is to broaden their path of advancement. Thus I would provide opportunities for those in teachers’ colleges to sit for matriculating examinations like STM and SAT. Of the two, SAT would be more easily accommodated into the curriculum, especially for the colleges that specialize in English and mathematics. Thus when these trainees graduate they would also qualify to enter universities. I would fund a few to go for their degree in return for their returning to teaching.
Teachers’ colleges must work closely with universities; indeed there should be formal links. Lecturers at the colleges should be encouraged to take university courses for professional development. Those lecturers with higher degrees could be made adjunct professors at the university. Without those links these colleges risk becoming isolated intellectually.
The consumers of teachers’ colleges are MOE and the schools. I would ensure that each college has a board of visitors consisting of headmasters and senior teachers who could give valuable feedback.
Next: Private Colleges and Universities