“The function of education is to teach one to think intensively and to think critically. Intelligence plus character — that is the goal of true education.”
Martin Luther King Jr
SHOULD we bring in teachers from Singapore or other foreign countries to teach English in our schools?
This question has sparked numerous discussions since last week when news broke about Prime Minister Datuk Seri Anwar Ibrahim’s conversation with his Singaporean counterpart, Lawrence Wong, regarding the possibility of hiring Singaporean teachers for English instruction in our schools.
The idea has faced opposition from various quarters, including the National Union of the Teaching Profession (NUTP), former minister Tan Sri Rafidah Aziz, and several academicians. NUTP president Aminuddin Awang argues that Malaysia has a sufficient number of qualified local graduates to teach English.
He proposes a special intake of English teachers, either permanently or on contract, to solve the current shortage.
According to him, previous programmes bringing in foreign teachers were both expensive and ineffective. Rafidah supports this stance, highlighting the expense resulting from currency differences.
She suggests hiring retired local English teachers and revising teacher training and school syllabi to enhance English proficiency. Kullin Djayang, president of the Sarawak Teachers Union (STU), agrees and recommends employing retired local English teachers as mentors, leveraging their experience and expertise.
In response, the Prime Minister says his discussion with Wong was misinterpreted.
They were discussing a voluntary scheme, funded by Singapore, aimed at helping disadvantaged Malaysians learn English, rather than hiring Singaporean teachers.
Sarawak Education Deputy Minister Datuk Dr Annuar Rapaee proposes that the federal government follow Sarawak’s example and collaborate with the Singapore International Foundation (SIF) to improve education standards.
Since July 2023, Sarawak has been working with the SIF on a program for mathematics teachers, which will continue until 2027.
The programme aims to enhance the content knowledge and facilitation skills of primary school mathematics teachers through workshops and a study visit to Singapore.
I agree with all the suggestions and recommendations.
If there is a shortage of qualified English teachers locally, hiring from abroad could help bridge the gap and ensure students receive a high-quality education.
Bringing Singaporean teachers renowned for their excellence would yield immediate improvement.
However, this should only serve as a temporary measure and not become a permanent solution.
These teachers would bring fresh perspectives, benefiting local teachers through professional development and knowledge exchange.
Nevertheless, employing foreign teachers to teach English presents a multifaceted issue with potential benefits and challenges.
For a sustainable and costeffective solution, the government should adopt a balanced approach that includes professional development for local teachers in collaboration with foreign experts.
This approach will elevate English education standards and empower local educators to address the specific needs of their students.
It is crucial to consider the costs, cultural implications, and long-term sustainability of such a decision.
The government must invest in developing the capabilities of local teachers to ensure sustainable improvement in English education.
Local teachers understand the cultural context and educational nuances of their communities, enabling them to tailor their teaching methods to resonate with students’ backgrounds and learning styles.
This cultural competency is vital for effective communication and fostering a positive learning environment.
Investing in local teacher training will create a pipeline of qualified educators committed to long-term success.
This stability is essential for building strong relationships with students and their families, strengthening the education system, and nurturing national pride.
Also, training local teachers will inspire future generations to pursue teaching careers, helping address teacher shortages and ensuring a sustainable flow of qualified educators.
Given these benefits, the government, particularly the Education Ministry, must prioritise the training of local teachers.
However, we must also address why we still lack qualified English teachers despite having training colleges throughout the country.
It is necessary to review and enhance the existing training modules and educational syllabi.
Past changes to our education system, particularly under new education ministers, have often proven unsatisfactory due to misplaced priorities.
For instance, one newly appointed minister focused on changing the colour of students’ shoes from white to black instead of improving education quality.
How does such a change impact students’ academic performance?
We must enhance our local education system to cultivate passionate educators dedicated to shaping the future.
Let us acknowledge past mistakes and strive to address the current issue effectively.
If we require outside assistance due to a lack of local experts, we should be open to it.
The views expressed here are those of the writer and do not necessarily represent the views of the Sarawak Tribune.
