(for members only) a note from the president · thisaigal newsletter 3 issue june 2012 fund raising...

Thisaigal Newsletter

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Issue June 2012

Fund Raising EventsTamil Foundation’s Fund Raising Dinner would be held on 20 January 2012 at Wisma Peladang, Old Klang Road, Petaling Jaya. We intend to raise RM100,000 from this dinner. The support from sponsors, donors and well-wishers was very encouraging. We require substantial amount of funds to conduct our projects and those who wish to donate, can sign up on our “Thuli Vellam” auto-debit programme. Please lend/give us your hand in uplifting our children and our community through our projects. Together we achieve more.

Tamil School ConferenceTamil Foundation is organizing a Tamil School Conference on 7 April 2012 at University Malaya. It is not confined to only academicians and educationists. Anybody who is interested or has a passion or is concerned for Tamil Education or Tamil schools is encouraged to participate in the conference. The topic encompasses a very wide topic and it is crucial that we stand up for our mother tongue and our Tamil schools so that our identity, culture and tradition live on. Please contact Tamil Foundation for further details.

CLMTS TrainingIn our efforts to improve and upgrade the quality of management of Headmasters in Tamil schools, Tamil Foundation has been conducting a series of seminars under our Centre for Leadership & Management of Tamil Schools (CLMTS) project, titled “Kursus Peningkatan Professionalisme Guru Besar dan Guru Penolong Kanan”.

CLMTS is conducting its training at the Northern and Southern Region this year.

Northern Region Training at Taiping, Perak.3, 4 & 5 February 2012 (Fri,Sat & Sun) at SSL Traders Hotel, Taiping Southern Region 2nd Training at Muar, Johor.10, 11 & 12 February 2012 (Fri, Sat & Sun) at Pelangi Hotel, Muar

(For members only)

Dec 2011 - Mar 2012 Issue 06-11

The quarterly newsletter of Tamil Foundation Malaysia

THISAIGAL

Upcoming Events

A Note from thePresident

The last three decades have seen so many changes in the Malaysian educational system. Every minister who takes

charge of the Ministry of Education brings along his own view of education which may not be the suitable one to implement.

Smart schools were the talk of the town where schools were supplied with ICT equipments to hasten the digital knowledge. Then came, the cluster schools giving limited autonomy to head teachers to design curriculum and hire and redeploy teachers.

Now, the latest innovation is the Trust Schools assisted by foundation supported by Treasury and Ministry of Education.

Yes, change is inevitable. But the change must be based on research and development. With all these changes in the National Educational System, the Tamil Schools’ performance is still a matter of concern. The UPSR examination passing rate is only 49%, which means that after going through six years of Tamil education 51% of the students have failed to secure a minimum pass of C in all subjects.

We may be proud of students who score 7A’s in UPSR, but sadly it is not the right yardstick to measure the overall performance of Tamil School education system.

I had the opportunity of attending the two day education seminar organised by Yayasan Amir entitled “Transformation of Education thru Effective School Leadership” on 13th and 15th July 2012 which was officiated by the Deputy Prime Minister.

The research papers presented all pointed to the ways to transform a school by infusing effective leadership and management techniques.

We at Tamil Foundation realised the importance of effective leadership as a way to transform Tamil School before the ministry recognised the problem. For a decade we have been advocating effective leadership to be an essential tool in achieving a meaningful change. We have set up a project called “Centre for Leadership and Management of Tamil Schools (CLMTS)” to conduct practical training sessions for Head Masters and Senior Assistants, and we have successfully completed Phase 1 of the module.

We intend to continue our efforts. In future we plan to work with Yayasan Amir and other foundations supported by the Ministry of Education to achieve this aim.

Lastly, I wish to emphasize our commitment to ensure quality of Tamil Schools, which subsequently should lead one to enrol his/her child in Tamil School for the only one reason that it provides quality education.

Thank you.

S. PasupathiPresident, Tamil Foundation Malaysia.


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Issue June 2012

¸¼ó¾ 13-15 ƒ¥¨Ä Á¡¾õ, Yayasan Amir, ¸øÅ¢ ¯ÕÁ¡üÈò¾¢üÌò ¾¢È¨ÁÂ¡É ¾¨Ä¨ÁòÐÅõ ±ýÈ ¾¨ÄôÀ¢ø 3 ¿¡û ¸Õò¾Ãí¨¸ ¿¼ò¾¢ÂÐ. þì¸Õò¾Ãí¸¢ø ¾¢È¨ÁÂ¡É ÀûÇ¢ò ¾¨Ä¨ÁòÐÅõ; Á¡½Å÷¸Ç¢ý ¸øÅ¢ò ¾Ãò¨¾ ̄ Â÷ò¾ ÓÊÔõ ±ýÀ¨¾ ¬½¢ò¾ÃÁ¡¸ ÅÄ¢ÔÚò¾¢ÂÐ.

þìÜü¨Èò¾¡ý ¾Á¢ú «ÈÅ¡Ã¢Âõ ¸¼ó¾ 10 ¬ñÎ¸Ç¡¸ì ÜÈ¢ ÅÕ¸¢ÈÐ. þìÜüÈ¢ý «ÊôÀ¨¼Â¢ø¾¡ý Centre for Leadership and Management of Tamil Schools (CLIMTS) ±ýÈ ¯ÀÌØ ¯ÕÅ¡ì¸ôÀð¼Ð.

þìÌØÅ¢ý ãÄõ ¿¡Î ¾ØÅ¢Â ¿¢¨ÄÂ¢ø ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸û ÁüÚõ Ð¨½ ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸û ¾¨Ä¨ÁòÐÅô ÀÂ¢üº¢ ÅÆí¸ôÀðÎ ÅÕ¸¢ÈÐ. þò¾¢ð¼õ ¦¾¡¼÷óÐ ¦ºÂøÀÎò¾ôÀÎõ ±ýÀ¨¾Ôõ ÜÈ¢ì ¦¸¡û¸¢§È¡õ.

þÚ¾¢Â¢ø ¾Á¢úôÀûÇ¢¸ÙìÌ ¾í¸û À¢û¨Ç¸¨Ç «ÛôÒõ ´ù¦Å¡Õ ¦Àü§È¡Õõ ¾Á¢úôÀûÇ¢¸û ¾ÃÁ¡É ¸øÅ¢¨Âì ¦¸¡ÎìÌõ ±ýÈ ¿õÀ¢ì¨¸; «ÊôÀ¨¼ ¸¡Ã½Á¡¸ þÕì¸ §ÅñÎõ ±ýÈ ¸Õò¨¾ ¾Á¢ú «ÈÅ¡Ã¢Âõ Ó¾ý¨ÁÀÎòÐ¸¢ÈÐ.

¾ÃÁ¡É ¸øÅ¢Ô¼ý ¯Â÷§Å¡õ.

«ýÒ¼ý,

ÀÍÀ¾¢ º¢¾õÀÃõ¾¨ÄÅ÷Á§Äº¢Âò ¾Á¢ú «ÈÅ¡Ã¢Âõ

¾Á¢ú «ÈÅ¡Ã¢Â ¾¨ÄÅÃ¢ý ±ñ½î

º¢¾Èø¸û

¸¼ó¾ 30 ¬ñÎ¸Ç¢ø Á§Äº¢Â ¸øÅ¢Â¨ÁôÒ ÀÄ Óì¸¢Â Á¡üÈí¸¨Çì ¸ñÎ ÅóÐûÇÐ.

¸øÅ¢Â¨Áîº¢ý ¦À¡Úô¨À ±ÎìÌõ «¨Áîº÷¸û ¾í¸Ùì§¸üÈ À¡½¢Â¢ø ÀÄ Á¡üÈí¸¨Çì ¦¸¡ñÎ ÅóÐûÇÉ÷. ¬É¡Öõ «Å÷¸û ¦¸¡ñÎ Åó¾ Á¡üÈí¸û ̧ ¡Äò¾¢üÌ §¾¨ÅÂ¡É¨ÅÂ¡ ±ýÀ¨¾ì ¸ñ¼È¢Â ¾ÅÈ¢Å¢ð¼É÷.

Smart ÀûÇ¢ìÜ¼õ ±ýÈ ¾¢ð¼ò¾¢ý ÅÆ¢ ¸øÅ¢ ÀÂÉ£ðÊø ¸½¢É¢ º¡÷ó¾ º¡¾Éí¸¨Ç «È¢Ó¸ôÀÎòÐÅ¾ý ÅÆ¢ Á¡½Å÷¸û ¸øÅ¢ ¬üÈÄ¢ø ¦ÀÃ¢Â Á¡üÈò¨¾ì ¸¡½Ä¡õ ±Éì ÜÈôÀð¼Ð. (À¢ÈÌ Cluster ±ýÈ ÀûÇ¢ ¾¢ð¼ò¾¢ý ÅÆ¢, ÀûÇ¢ô À¡¼ò¾¢ð¼í¸û ÁüÚõ limited autonomy ¾¢È¨ÁÂ¡É ¬º¢Ã¢Â÷¸¨Ç ¿¢ÂÁ¢ôÀÐ ÁüÚõ «Å÷¸¨Çô À½¢ Á¡üÈõ ¦ºöÔõ «ÛÁ¾¢ ÅÆí¸ôÀð¼Ð.) þô¦À¡ØÐ Trust Schools ±ýÈ ÀûÇ¢ìÜ¼í¸û «È¢Ó¸ôÀÎò¾ôÀðÎûÇÐ.

±øÄ¡ò Ð¨È¸Ç¢Öõ Á¡üÈõ §¾¨Å. Á¡üÈò¨¾ ¾Å¢÷ì¸ ÓÊÂ¡Ð. ¬É¡ø Á¡üÈõ ¸¡Äò¾¢üÌ ²üÈ ´ýÈ¡¸ þÕì¸ §ÅñÎõ. þùÅÇ× Á¡üÈí¸Ùì¸¢¨¼§Â ¾Á¢úôÀûÇ¢¸Ç¢ý ¸øÅ¢ ÅÇ÷îº¢ ÁüÚõ ¾Ãõ ´Õ º÷î¨ºìÌÃ¢Â Å¢„Â§Á. ¸ð¼¼í¸û ÀÄ Á¡üÈí¸ñÎ ÒÐì ¸õÀ£Ãò§¾¡Î ¸¡½ôÀð¼¡Öõ Á¡½Å÷¸Ç¢ý ¾Ãò¨¾ô ÀüÈ¢ §ÀÍõ§À¡Ð ÁÉ¾¢ø µ÷ þÚì¸õ þÕì¸ò¾¡ý ¦ºö¸¢ýÈÐ.

UPSR §¾÷Å¢ø ¿ÁÐ ÀûÇ¢¸Ç¢ý «¨¼×¿¢¨Ä 49%. «ôÀÊ¦ÂýÈ¡ø 51% Á¡½Å÷¸û (²ÈìÌ¨ÈÂ 8,000 Á¡½Å÷¸û «¨ÉòÐô À¡¼í¸Ç¢Öõ Ì¨Èó¾Àðº §¾÷îº¢ “C” ¦ÀÈÅ¢ø¨Ä ±ýÚ¾¡ý ÜÈ§ÅñÎõ).

CONTENTS1 PRESIDENT NOTES

3 FUND RAISING DINNER 20124 TAMIL SCHOOL FORUM


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Issue June 2012

FUND RAISING DINNER 2012

Tamil Foundation Malaysia held its Annual Fund Raising Dinner on Friday, 20 January 2012 at 7.30 pm at Wisma

Peladang, Jalan Klang Lama, Petaling Jaya and the response was simply overwhelming. We had an extremely full house.

The Organising Committee of the annual fund raising dinner comprised of Dato’ Dr. M. Tamil Selvam - the Advisor, Organising Committee Joint Chairmen, Mr. Rajalingam and Mr. S. Pasupathi; Committee Members - Mr. CM Thiraviam, Mr. A. Raghavan, Mr. S. Kaneswaran, Mr. G. Loganathan, Mr. CM Elantamil and the Organizing Secretary, Ms. Malathi.

The purpose of organising the dinner was to raise funds for financing Tamil Foundation projects such as LPS, PASS, CLMTS and the Pre-School programmes. The Organising Committee’s target was to raise RM 300,000 through this dinner. The amount raised was RM 325,150, which in fact exceeded the set target.

The said funds were raised through the sales of tickets for the dinner tables and from the donations received from generous donors. The dinner was also graced by special guests, life members, Committee Members, Representatives of our sister organizations: CCI, CHILD, EWRF, Tamil School Organisers, HM Council Committee Members, Pre-School Teachers and members of the media.

The main highlights of the dinner was the opening dance performance, the speeches by President of Tamil Foundation Malaysia - Mr. S. Pasupathi; the Organising Chairman - Mr. Rajalingam and Advisor, Dato’ Dr. M. Tamil Selvam. The special dance and choral speaking performances by the Primus Boys and Girls, which was coordinated by Ms. Selvamalar, really impressed all the guests at the dinner.

Pledge forms were also circulated to all guests present requesting them to pledge whatever amount they wish

to support the projects undertaken by Tamil Foundation Malaysia. The response was overwhelming as the collection in cash and pledges amounted to almost RM 40,000.

As a mark of appreciation door gifts were presented to all guests who attended the dinner.

As all our guests were happy with the sumptuous dinner, we in Tamil Foundation were also happy at having achieved the target set.

We thank all our guests from the bottom of our hearts and hope to receive continuous support in the near future.


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Issue June 2012

TAMIL SCHOOL FORUM 7 April 2012

Tamil Foundation Malaysia organised a Tamil School Forum on 7 April 2012 (9.00am-5.00pm) with the theme 'Back to Basics and Towards Excellence' at Kompleks Perdana Siswa, University Malaya, Kuala Lumpur.

We received very good response from participants; mostly comprising headmasters, teachers, academicians and all those who had a passion for Tamil schools and the Tamil language attended the forum. We received very good coverage through our local Tamil media, who were promoting this event for 2 weeks prior to the actual event. People started coming in as early as 8.00am. We had participants from as far as Cameron Highlands, Kedah, Penang, Johor etc. About 500 participants took part in the event.

Mr Kaneswaran, the Secretary General of Tamil Foundation Malaysia gave the Welcoming Speech. Mr S. Pasupathi addressed the participants as the Tamil Foundation President. It was followed by an Opening Speech by Dato Yogeswaran – the President of EWRF.

The Forum was conducted in 2 Sessions.

Session 1The 1st Session was chaired by Mr C.M. Thiraviam, Deputy President of Tamil Foundation Malaysia.

Mr. C M Thiraviam in his opening address spoke about the history of education in Malaysia with special emphasis on Tamil education.Four guest speakers, based on their vast experience and involvement in improving Tamil education, were invited to do a presentation.

Session 1 - Moderator : Mr C.M. Thiraviam

1) Professor N.S. Rajendran - The Role of Civil Society

2) Mr Muthusamy - Tamil School Towards Excellence

3) Dr Rajagopal - The Future of Tamil Language and Tamil

Schools

4) Mr Narayanasamy - Parents & Community Involvement

Towards Students Excellence

1. Dr N S Rajendran from University Perguruan Sultan Idris ( UPSI ), praised EWRF, CHILD and Tamil Foundation for their continuous effort in elevating the quality in Tamil schools.He also urged the other NGO's to take similar steps for the betterment of Tamil schools.

2. Mr Muthusamy (Fed. Inspectorate) explained the scenario of Tamil schools under the education transformation programme. He mentioned Tamil schools have benefited more compared to Chinese schools, under the 'New Deals' scheme introduced by our government.

3. Dr. Rajagopal from IPG touched on the plight of Indian community and the importance to uphold our language so that we don't lose out our identity in this country.

4. Mr Narayanasamy spoke on the importance of learning techniques to improve the quality in education. He mentioned students should be taught how to 'fish', rather than giving them the fish as a meal.He also stressed the importance of parent’s role in uplifting students’ achievements.

Mr C.M.Thiraviam concluded that the cooperation of all parties; students, parents, schools and community is needed to further improve the quality of education among Tamil school children.

Presentation by LPS and PIBGTamil schools that have improved tremendously through the respective school’s Lembaga Pengelola Sekolah (LPS) were asked to do a 15 minute Presentation to highlight the importance of the School Boards and the extend of positive changes they actually brought about to improve the school for the benefit of our Tamil school children. 3 schools were invited to do a presentation.

Mr Uthayasoorian, the LPS Chairman for SJKT Midlands, Shah Alam did a very “strong” presentation on the 1st state of the art Tamil school in the country - the Midlands Tamil school, which is nearing completion and to be officially opened by the Selangor Menteri Besar, YB Tan Sri Datuk Sri Khalid Ibrahim on 15 April 2012. He invited all present for the Opening Ceremony of the school.

Mr Rama did a presentation for SJKT Simpang Lima highlighting their well-structured School Development Programme where all parents are committed and they come together every week to contribute to do something for the school. Due to shortage of time, SJKT Bukit Jalil was unable to do their presentation.

Session 2The 2nd Session was chaired by Mr Ve Elanjelian - Head of Projects of MCEF.

Three very prominent speakers from 3 different NGO’s presented their papers

Session 2 - Moderator : Mr Ve Elanjelian

1) Mr S. Pasupathy – Towards a Paradigm Shift

2) Dr Ingkaran of CHILD – Student Centric – Children & Creativity

3) Mr Arumugam – 5 Years Strategy to Achieve 80% Passes.

1. S.P. Pathi: - Towards a Paradigm Shift

The Tamil Schools are now entering a new era. The idea that Tamil Schools lack proper facilities and trained teachers is fast approaching its shelf life. It is also plausible to argue that Tamil Schools could no longer be considered schools for the children of working poor.

We see Tamil Schools as an important contributor to the development of talent for the 21st century Malaysian economy. To achieve this, Tamil Schools should aspire to produce 80% pass rate in the UPSR. Tamil School managements must promise the parent of each and every child that they will do everything under their power to make sure the child does her level best in curricular and co-curricular activities. Tamil Schools need to make sure they become sought after by all Indian parents, irrespective of their economic station in life.

Tamil Foundation, on its part, shall work closely with the schools, parents and Ministry of Education so that we achieve this aspiration in the very near future.


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Issue June 2012

2. Dr. N. Iyngkaran: – Student Centric – Children & Creativity

A sound education will spark the creative genius in every child. Education is not learning a subject’s rote; nor is it teaching them to pass examinations. It is quite unfortunate that the education system today has shifted away from this ideal. It is important for schools and teachers to re-evaluate the priorities.Tamil Language, in particular, is highly suited for creative thinking. It boasts countless many creators of the past and present. Its mathematical structure, too, is a wonder of the world. Moreover, by learning three languages, children who attend Tamil Schools develop their cognitive ability quite substantially. 3. K. Arumugam:- Making Tamil School the School of Choice

We have seen people sending their children to Tamil schools mainly for two reasons; for their only availability at their neighbourhood and for emotive reasons to salvage Tamil language and Tamil schools. There is a need to change this perception. Tamil schools should be able to provide the best possible education for any child that sets foot in a Tamil school.

Therefore a hypothesis is proposed for deliberation in view the growing concern for Tamil language education and development in Malaysia. To recognize, promote, protect and realize the Tamil language and its cultural components, Tamil school system should necessarily undergo a rapid transformation in the next five years. The hypothesis shall be tested over the next five years with resources drawn from all sectors.

Hypothesis:

Any Tamil school is capable of producing 80 per cent passing rate in year 6 UPSR assessment examination with at least a minimum Grade of ‘C’ in all subjects and full literacy rate of 100 per cent for all students after 6 years of Tamil school schooling with ability to read, write and communicate in all three languages and perform reasonable arithmetic skills.

The Logic Frame Analysis to test the hypothesis shall include the following.

1. Analysis of Tamil schools system2. Analysis of all the stakeholders – parents, teachers, governments and NGOs3. Situational analysis to frame the problems4. Setting and analysing the objectives 5. Planning of programmes and activities6. Allocation of resources and input mechanism 7. Monitoring and measuring indicators and deliverables.8. Assessing all the drawbacks and associated risks and management 9. Evaluation and analysis of assumptions

Tamil Foundation shall initiate a focus group discussion to deliberate further on this topic within a reasonable period from the date of the conference.

A longer time frame was allocated for the Q and A session. Question Sheets were handed to all participants to write down whatever queries they have pertaining to the Tamil school. The speakers articulated very well in answering the questions.

Mr Ve Elanjelian concluded the whole forum and thanked all present and stressed on the cooperation of the Indian community to bring Tamil schools to the next level i.e. as the preferred school.

A resolution was made to form a 40 member core team from various organizations and academicians to brainstorm/strategise the measures to be taken for the next 5 years towards 80% Passes and 100% Literacy.

We had very good media coverage from all the local Tamil dailies and also from ASTRO, Bernama and Vanakam Malaysia. A sincere note of thanks to all of them was reorded.

Thanks to our Tamil Foundation staff, Tamil Foundation Committee and also the volunteers from Tamil Language Society (TLS) and My Skills Foundation, who have contributed very well towards this event. On the whole it was a very successful event.


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Issue June 2012 Á¡½Å÷¸Ç¢ý ¸øÅ¢ò ¾Ãõ ¯Â÷× «¨¼Å¨¾ ¯Ú¾¢ôÀÎòÐÅ¾¡Ìõ ±ýÚ ÀÍÀ¾¢ §ÁÖõ ÜÈ¢É¡÷. ¾Á¢úôÀûÇ¢ Á¡½Å÷¸Ç¢ý ¾Ãõ §ÁõÀ¡¼¨¼Â ÀÄ ¾ÃôÀ¢É÷ ®ÎÀ¡Î ¸¡ð¼ §ÅñÎõ. “¦Àü§È¡÷¸û, ¬º¢Ã¢Â÷¸û, ¦Àü§È¡÷-¬º¢Ã¢Â÷ ºí¸ò¾¢É÷, ÀûÇ¢ §ÁÄ¡Ç÷ Å¡Ã¢Âò¾¢É÷ ÁüÚõ ºõÀó¾ôÀð¼ «ÃÍ º¡÷ÀüÈ «¨ÁôÒ¸û ¬¸¢Â «¨ÉòÐõ þ¾üÌò §¾¨ÅÂ¡É Àí¸Ç¢ô¨Àî ¦ºöÂ §ÅñÎõ”, ±ýÚ «Å÷ §¸ðÎì¦¸¡ñ¼¡÷. “Á¡½Å÷¸û «¨ÉòÐô À¡¼í¸Ç¢Öõ §¾÷×ô ¦ÀÈ §ÅñÎõ: «Ð¾¡ý ¿ÁÐ þÄìÌ”, ±ýÀ¨¾ ÀÍÀ¾¢ ÅÄ¢ÔÚò¾¢É¡÷. “¿ÁÐ ¾¢ð¼í¸û «¨ÉòÐõ Á¡½Å÷¸¨Ç ¨ÁÂÁ¡¸ì ¦¸¡ñ¼¾¡¸ þÕì¸ §ÅñÎõ”, ±ýÈ¡ÃÅ÷.

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þó¿¡ðÊø ¾Á¢úì ¸øÅ¢ §À¡¾¨É §¾¡ýÈ¢ 196 ¬ñÎ¸Ç¡¸¢ Å¢ð¼É. þó¾ ¿£ñ¼ ÅÃÄ¡üÈ¢ø ¾Á¢úì ¸øÅ¢Ôõ ¾Á¢úôÀûÇ¢ìÜ¼í¸Ùõ Àø§ÅÚ ²üÈò¾¡ú×¸¨Çì ¸ñÎûÇÉ. «ó¾ ¿£ñ¼ ÅÃÄ¡üÈ¢ý ¸¼ó¾ ÀòÐ ¬ñÎ¸Ç¢ø ¾Á¢úôÀûÇ¢¸û ¦ÀÕõ Á¡üÈí¸¨Çì ¸ñÎûÇÉ ±ýÚ ÜÈ¢ ¾Á¢úôÀûÇ¢¸û ¸Õò¾ÃíÌ 2012 ¿¢¸úîº¢Â¢ø Àí§¸ü¸ Åó¾¢Õó¾Å÷¸¨Ç Á§Äº¢Â ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý ¾¨Ä¨Áî ¦ºÂÄ¡Ç÷ ±Š. ¸§½ŠÅÃý ÅÃ§ÅüÈ¡÷. ²ôÃø 7, 2012 þø ÁÄ¡Â¡ Àø¸¨Äì¸Æ¸ ¦¸¡õÀ¢ÄìŠ À¢Ã¾¡É¡ º¢‰Å¡Å¢ø ¿¨¼¦ÀüÈ «ì¸Õò¾Ãí¸¢ø ÍÁ¡÷ 500 §À÷ Àí§¸üÈÉ÷. þÅ÷¸Ç¢ø «¾¢¸Á¡É ¦Àñ¸û þÕó¾É÷ ±ýÀÐ ÌÈ¢ôÀ¢¼ò¾ì¸Ð. ¬É¡ø, «Å÷¸Ç¢ø ±ÅÕõ ±ØóÐ ¿¢ýÚ ¸ÕòÐ¸û ±¾¨ÉÔõ ¦¾Ã¢Å¢ì¸Å¢ø¨Ä ±ýÀÐõ ÌÈ¢ôÀ¢¼ò¾ì¸Ð. ¦¾¡¼÷óÐ §Àº¢Â ¸§½ŠÅÃý, ¾Á¢úôÀûÇ¢¸û ±ýÈ¡ø ²¨Æò ¾Á¢Æ÷¸Ç¢ý ºÃ½¡ÄÂõ ±ýÈ ¸¡Äõ Á¡È¢ þô§À¡Ð ¿Îò¾Ã ÅÌôÀ¢É÷¸Ùõ ¾í¸Ù¨¼Â ÌÆó¨¾¸¨Çò ¾Á¢úôÀûÇ¢¸ÙìÌ «ÛôÒ¸¢ýÈ ¸¡Äõ ¦¾¡¼í¸¢ÔûÇÐ ±ýÀ¨¾î ÍðÊì¸¡ðÊÂ «Å÷, ¾Á¢úôÀûÇ¢¸û ¾¨Ä¿¢Á¢÷óÐ ¿¼ì¸ ¾Á¢ú ¦Àü§È¡÷¸û ¾í¸Ù¨¼Â ÌÆó¨¾¸Ç¢ý ¸øÅ¢ìÌò ¾Á¢úôÀûÇ¢¨Âò ¾¨ÄÂ¡Âò ÀûÇ¢Â¡¸ §¾÷× ¦ºöÔõ ÁÉôÀ¡í¨¸ô ¦ÀÈ §ÅñÎõ ±ýÈ¡÷.

¿ÁÐ þÄìÌ

¾Á¢úôÀûÇ¢¸û ÌÈ¢òÐô ÀÄ ¬ñÎ¸Ç¡¸ ¿¢¨ÈÂ §ÀºôÀðÎûÇÐ. ¸ð¼¼õ þø¨Ä, ¾¢¼ø þø¨Ä, §Á¨º þø¨Ä, ¿¡ü¸¡Ä¢ þø¨Ä, ¸ÕõÀÄ¨¸ þø¨Ä, ¬º¢Ã¢Â÷ þø¨Ä. þôÀÊ þø¨Ä, þø¨Ä ±ýÚ ÀÄ ¸¡ÄÁ¡¸ô §Àº¢ ÅÕ¸¢ý§È¡õ. ¬É¡ø, «ò¾Á¢úôÀûÇ¢¸Ç¢ý ¨ÁÂÁ¡É Á¡½Å÷¸Ç¢¼õ ±Ð þø¨Ä, ±Ð þÕì¸ §ÅñÎõ ±ýÚ ¿¡õ §ÀÍÅ¾¢ø¨Ä. ¿¡õ þì¸ð¼ò¨¾ò ¾¡ñÊ, Á¡½Å÷¸Ç¢ý ¾Ãõ ¯ÂÃ §ÅñÊÂ¾üÌ ±ýÉ ¦ºö¸¢§È¡õ, ±ýÉ ¦ºöÂ §ÅñÎõ ±ýÈ ¸ð¼ò¾¢üÌ ÅÃ§ÅñÊÂ ¿¢¨ÄÂ¢ø þÕì¸¢§È¡õ. «Ð ÌÈ¢òÐì ¸ÕòÐô ÀÃ¢Á¡üÈí¸û ¦ºöÐ¦¸¡ûÅ¾ü¸¡¸ò¾¡ý þì¸Õò¾ÃíÌ ²üÀ¡Î ¦ºöÂôÀðÎûÇÐ ±ýÚ Á§Äº¢Â ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý ¾¨ÄÅ÷ º¢.ÀÍÀ¾¢ ¾ÁÐ ¾¨Ä¨ÁÔ¨ÃÂ¢ø ÜÈ¢É¡÷. ÅÆì¸Á¡¸ì ÜÈôÀÎõ Ì¨ÈÀ¡Î¸ÙìÌò ¾£÷× ¸¡½ôÀÎõ Ýú¿¢¨Ä §¾¡ýÈ¢ÔûÇÐ. “¾Á¢úôÀûÇ¢¸Ç¢ý À¢Ãî¨É¸û ¸ÅÉò¾¢ø ¦¸¡ûÇôÀÎõ” ±ýÚ À¢Ã¾Á÷ ¿ƒ¢ô ÜÈ¢ÔûÇ¡÷. ¿¡õ ¦ºöÂ §ÅñÊÂÐ ¾Á¢úôÀûÇ¢

¾Á¢úôÀûÇ¢¸û ¸Õò¾ÃíÌ: À½ Á¨Æ ¦À¡Æ¢¸¢ýÈ¾¡õ, ¬É¡ø Ü¨Ã¸û ÀÈì¸¢ýÈÉ!

þÃ¡ƒ§¸¡À¡ø, “«Å÷¸û ¸Î¨ÁÂ¡¸, ¾¢È¨ÁÂ¡¸, Å¢ÂôÀÇ¢ìÌõ Å¨¸Â¢ø ¯¨Æì¸¢ýÈÉ÷” ±ýÈ¡÷. ¬É¡ø, ¾Á¢úôÀûÇ¢¸û ±¾¢÷¸¡Äò¾¢ø ¦¾¡¼÷óÐ ¿¢¨Äò¾¢Õì¸ §ÅñÎÁ¡É¡ø, “¾Á¢Æ÷¸û ¾Á¢Æ÷¸Ç¡¸ Å¡úó¾¡¸ §ÅñÎõ”, ±ýÀ¨¾ «Å÷ ÅÄ¢ÔÚò¾¢ì ÜÈ¢É¡÷. 100 «øÄ. 523 ¾Á¢úôÀûÇ¢ ¬º¢Ã¢Â÷¸Ùõ ́ ýÚÜ¼ §ÅñÎõ, ¦ºÂøÀ¼ §ÅñÎõ ±ýÚ «Å÷ §¸ðÎì¦¸¡ñ¼¡÷. “¿¡ðÊý ‘À¢Ã¾Á÷ ¾Á¢úôÀûÇ¢¸Ç¢ý ¾ó¨¾’ ¬ì¸ôÀðÎûÇ¡÷. À½ Á¨Æ ¦À¡Æ¢ÂÄ¡õ, «¾¢¸Á¡¸ Ü¨Ã¸Ùõ ÀÈì¸Ä¡õ. 55 ¬ñÎ¸¡Ä ¬ðº¢Â¢ø ¦¸¡û¸Äý¸Ç¢ø ¾Á¢úôÀûÇ¢¸û!”, ±ýÚ ¯½÷îº¢ ¦À¡í¸ þÃ¡ƒ§¸¡À¡ø ÜÈ¢É¡÷. ¯Â÷Áð¼ ¾Á¢Æ÷¸û ¾í¸Ù¨¼Â ÌÆó¨¾¸¨Çò ¾Á¢úôÀûÇ¢¸ÙìÌ «ÛôÀÅ¾¢ø¨Ä. «ùÅ¡§È ¬º¢Ã¢Â÷¸Ç¢ý ÁÉôÀ¡íÌõ ¾Á¢úôÀûÇ¢¸Ç¢ý ±¾¢÷¸¡Äò¨¾ô À¡¾¢ìÌõ ±ýÚ «Å÷ ±îºÃ¢ì¨¸ Å¢Îò¾¡÷. ¾Á¢úôÀûÇ¢¸Ç¢ý ±¾¢÷¸¡Äõ ±ýÉ ±ýÈ §¸ûÅ¢ìÌ “Ò¾¢Â Àð¼¾¡Ã¢ ¬º¢Ã¢Â÷¸û À¾¢ø ÜÈ §ÅñÎõ” ±ýÚ ÜÈ¢Â þÃ¡ƒ§¸¡À¡ø, ±ŠÀ¢±õ §¾÷×ì¸¡É þÕ À¡¼í¸û ¿¢¨Ä ¦À¡Ðò§¾÷¾ÖìÌô À¢ÈÌ ±ýÉ ¬Ìõ ±ýÚ Å¢ÉÅ¢É¡÷. ¾Á¢ú¦Á¡Æ¢ §À¡¾¨É ÌÈ¢ò¾ Å¢Å¸¡Ãõ ºÃ¢Â¡É À¡¨¾Â¢ø ¦ºøÄÅ¢ø¨Ä ±ýÀ¨¾ ¿¡õ »¡À¸ò¾¢ø ¦¸¡ûÇ §ÅñÎõ ±ýÚõ «Å÷ ÜÈ¢É¡÷. þ¨¼¿¢¨ÄôÀûÇ¢Â¢ø ¾Á¢ú Á¡½Å÷¸Ç¢ý ¿¢¨Ä ±ýÉ? «íÌò ¾Á¢ú §À¡¾¢ì¸ôÀÎÅÐ ±ôÀÊ þÕì¸¢ÈÐ? «íÌò ¾Á¢ú §À¡¾¢ôÀ¾¢ø ¾ÁìÌ Å¢ÕôÀõ þø¨Ä ±ýÚ ¾õÁ¢¼õ ¦¾Ã¢Å¢ò¾ ´Õ ¾Á¢ú ¬º¢Ã¢Â÷ ÀüÈ¢ ÜÈ¢Â þÃ¡ƒ§¸¡À¡ø, þôÀÊôÀð¼ Ýú¿¢¨ÄÂ¢ø ¾Á¢ú ¦Á¡Æ¢Â¢ý ¿¢¨Ä ±ýÉÅ¡Ìõ ±ýÚ Å¢ÉÅ¢É¡÷. ÀÄ ¸¡Ã½í¸Ùì¸¡¸ò ¾¡ú× ÁÉôÀ¡ý¨Á ¯ðÀ¼, þ¨¼¿¢¨ÄôÀûÇ¢Â¢ø ¾Á¢ú §À¡¾¢ì¸ò ¾ÂíÌõ ¾Á¢Æ¡º¢Ã¢Â÷¸û þÕì¨¸Â¢ø, þ¨¼¿¢¨ÄôÀûÇ¢Â¢ø ¾Á¢ú §ÁõÀ¡Î «¨¼ÔÁ¡ ±ýÚ «Å÷ §¸ûÅ¢ ±ØôÀ¢É¡÷. “þÐ ´Õ ¿¢ÕÀ¢ì¸ôÀð¼ ¯ñ¨ÁÂ¡Ìõ. þõÁ¡¾¢Ã¢Â¡É ¬º¢Ã¢Â÷¸û ¾Á¢úôÀûÇ¢¸¨Ç §º¡¸Á¡É ¸ð¼ò¾¢üÌ þðÎî ¦ºøÅ÷”, ±ýÚ «Å÷ §ÁÖõ ÜÈ¢É¡÷.

¼¡Ê, Å½ì¸õ ¸¡Ä¢í

“«Ãº¢Âø ¾¨ÄÅ÷¸û ¾Á¢úôÀûÇ¢¸¨Ç ã¼ §ÅñÎõ ±ýÚ §¸¡Ã¢ì¨¸ Å¢Îì¸¢ýÈÉ÷. «Å÷¸ÙìÌ þó¾¢Â÷¸Ç¢ý ¿¢¨ÄôÀ¡ð¨¼ Å¡ìÌ¸û ÅÆ¢ ¦¾Ã¢Å¢ì¸ §ÅñÎõ”, ±ýÚ


7

Issue June 2012

“¿ÁÐ ¾Á¢úôÀûÇ¢ Á¡½Å÷¸û «ó¾ò ¾É¢Ó¨ÈôÀÂ¢üº¢ ¸Ä¡îº¡Ãò¾¢Ä¢ÕóÐ Å¢ÎÀðÎûÇÉ÷. «Ð ¿¢¨Ä¿¢Úò¾ôÀ¼ §ÅñÎõ”, ±ýÚ ³Âí¸Ãý §¸ðÎì¦¸¡ñ¼¡÷. “Ignite your mind”- that is the Mission of our Schools ±ýÈ¡÷ ³Âí¸Ãý.

À¢¼ø ¸¡Šð§Ã¡¨Å À¡÷! Á¡½Å÷¸§Ç ¨ÁÂõ. «Ð¾¡ý «ìÉ¢ ÌïÍ (¾£ô¦À¡È¢) ±ýÚ ÍÅ¡Ã¡õ ±ýÈ Á§Äº¢Â ÁÉ¢¾ ¯Ã¢¨Á¸û ¸Æ¸ò¾¢ý ¾¨ÄÅ÷ ¸¡. ¬ÚÓ¸õ ÜÈ¢É¡÷. ¾Á¢úôÀûÇ¢¸Ç¢ø Á¡½Å÷¸¨Ç ¨ÁÂÁ¡¸ ¨ÅòÐ Á¡½Å÷¸Ç¢ý «¨¼× ¿¢¨Ä¨ÂÔõ ¾Ãò¨¾Ôõ ´Õ ÌÈ¢ôÀ¢ð¼ ¾¢ð¼ì¸¡Äò¾¢üÌû ¯Â÷ò¾ ÓÊÔõ ±ýÚ «Å÷ ¬¾Ãí¸¨Çì ¸¡ðÊ Å¡¾¢ð¼¡÷. “¸¢äÀ¡Å¢ý À¢¼ø ¸¡Šð§Ã¡¨Å À¡÷! Àò§¾ ¬ñÊø «Å÷ Á¡½Å÷¸Ç¢ý ¾Ãò¨¾ ¯Â÷ò¾¢ì ¸¡ðÊÉ¡÷.” ¿ÁÐ Á¡½Å÷¸Ç¢ý ¾Ãò¨¾ ¯Â÷òÐÅ¾ü¸¡É ¿ÁÐ ¾¢ð¼õ À¢Ãî¨É¸¨Çò ¾£÷ôÀ¾ü¸¡É ÅÆ¢¸¨ÇÔõ ¦¸¡ñÎûÇÐ. ÒüÚ§¿¡ö þÕìÌÁ¡É¡ø ÐñÊòÐ ±È¢§Å¡õ. þò¾¢ð¼ò¨¾ ¿¢¨È§ÅüÚÅ¾üÌ ¿¢¾¢ §¾¨ÅôÀÎõ ±ýÈ¡ÃÅ÷. “¿õÁ¢¼õ §À¡ÐÁ¡É ¾¸Åø¸û þÕì¸¢ýÈÉ. ¿¡õ «¾¨Éî ¦ºöÂ ÓýÅóÐû§Ç¡õ. ¿õÁ¡ø «¾¨Éî ¦ºöÂ ÓÊÔõ. ¦ºö§Å¡õ”, ±ýÚ ¬ÚÓ¸õ ÝÙ¨Ãò¾¡÷. þò¾¢ð¼ò¾¢ø ±¾¢÷À¡Ã¡¾ þ¼÷¸û ²§¾Ûõ §¾¡ýÚÁ¡É¡ø, «¾ü¸¡É Á¡üÚ Å¢ä¸Óõ þÕì¸¢ÈÐ ±ýÈ¡ÃÅ÷. ¿ÁÐ ¾¢ð¼õ ³ó¾¡ñÎ þÄì¨¸ì ¦¸¡ñÎûÇÐ. ºüÚ ÜÎ¾ø ¸¡Äõ §¾¨ÅôÀ¼Ä¡õ. þýÛõ «ÚÀÐ ¿¡û¸Ç¢ø þò¾¢ð¼ò¨¾ ´Õ ÌØ þÂí¸î ¦ºöÔõ ±ýÚ ¬ÚÓ¸õ §ÁÖõ ÜÈ¢É¡÷. ¾Á¢úôÀûÇ¢¸û ¸Õò¾ÃíÌ 2012 þø ãýÚ ¦Àü§È¡÷-¬º¢Ã¢Â÷ ºí¸í¸Ùõ ÀûÇ¢ §ÁÄ¡Ç÷ Å¡Ã¢Âí¸Ùõ ¾í¸Ù¨¼Â ÀûÇ¢¸Ç¢ý ¦ºÂøÀ¡Î¸û ÌÈ¢ò¾ À¨¼ôÒ¸¨Ç ÅÆí¸¢É÷. «ôÀûÇ¢¸û: SJK(T) Á¢ð§ÄñðŠ, „¡ «Ä¡õ; SJK(T) Òì¸¢ð ƒ¡Ä¢ø, §¸¡Ä¡Äõâ÷; ÁüÚõ SJK(T) º¢õÀ¡í Ä£Á¡, ̧ ¢ûÇ¡ý. §Áü¦¸¡ñÎ, º¢Èó¾ ÀûÇ¢¸Ùì¸¡É Å¢ÕÐ¸Ùõ ÅÆí¸ôÀð¼É.

¯¾Å¢ò ¾¨ÄÅ÷ §Å.þÇï¦ºÆ¢Âý ¾¨Ä¨ÁÂ¢ø ¿¨¼¦ÀüÈÐ. þ¾¢ø º¢.ÀÍÀ¾¢, ¼¡ì¼÷ ³Âí¸Ãý ÁüÚõ ̧ ¡. ¬ÚÓ¸õ ¬¸¢§Â¡÷ Àí§¸üÈÉ÷.

80 Å¢Øì¸¡ðÊÉ÷ §¾÷×ô ¦ÀÈ §ÅñÎõ

§¾÷Å¢ø ±ò¾¨É “±” ¦ÀüÈÉ÷ ±ýÀÐ §¸ûÅ¢ «øÄ. ±ò¾¨É Á¡½Å÷¸û §¾÷× ¬Â¢É÷? «Ð¾¡ý §¸ûÅ¢ ±ýÚ ÀÍÀ¾¢ «Øò¾ó¾¢Õò¾Á¡¸ ÜÈ¢É¡÷. “¾Á¢ú ±ý ¾¡ö ¦Á¡Æ¢. ¬¸§Å, ¿¡ý ¾Á¢úôÀûÇ¢ìÌî ¦ºøÄ §ÅñÎõ ±ýÀÐ «øÄ ¿ÁÐ «ÊôÀ¨¼ ¿¢¨ÄôÀ¡Î. ¾Á¢úôÀûÇ¢¸Ç¢ý «¨¼×¿¢¨Ä, ¾Ãõ ̄ Â÷Å¡¸ þÕì¸¢ÈÐ. ¬¸§Å, ¾Á¢úôÀûÇ¢ìÌî ¦ºø¸¢§Èý. þÐ¾¡ý ¿ÁÐ §¿¡ì¸õ. “¾Á¢úôÀûÇ¢ Á¡½Å÷¸û 100 Å¢Øì¸¡Î ¸üÈÈ¢ó¾Å÷¸Ç¡¸ þÕì¸ §ÅñÎõ. Ì¨Èó¾Ð 80 Å¢Øì¸¡ðÊÉ÷ «¨ÉòÐô À¡¼í¸Ç¢Öõ §¾÷× ¦ÀüÈ¢Õì¸ §ÅñÎõ. þÐ¾¡ý ¿ÁÐ þÄìÌ!”, ±ýÈ¡ÃÅ÷.

Êäºý ±ýÈ ÒüÚ§¿¡ö

¦Àü§È¡÷¸Ç¢ý À¢ýÉ½¢, «Å÷¸Ç¢ý ÅÚ¨Á, ¦¸¡Î¨Á ÌÈ¢òÐò ¾¡õ ²Ðõ ¦ºöÂ ÓÊÂ¡Ð. ¬É¡ø, «õÁ¡¾¢Ã¢Â¡É Ýú¿¢¨ÄÂ¢Ä¢ÕóÐ Åó¾ Á¡½Å÷¸¨Ç ¾õÁ¡ø §ÁõÀ¡¼¨¼Âî ¦ºöÂ ÓÊÔõ ±ýÈ ¦¾ý¦¸¡Ã¢Â «¦ÁÃ¢ì¸Ã¢ý º¢ó¾¨É¨Â §Áü§¸¡û ¸¡ðÊÂ ÀÍÀ¾¢, «§¾¾¡ý ¿ÁÐ ¿¢¨ÄÔõ ±ýÈ¡÷. Àý¦Á¡Æ¢Â¡Ç÷ ÁüÚõ ´§Ã ¦Á¡Æ¢Â¡Ç÷ ¬¸¢Â þÕÅÕìÌõ þ¨¼Â¢Ä¡É º¢ó¾¨É ÅÇò¾¢ý ¾Ãò¨¾Ôõ «¾¢ø Àñ¨¼Âì¸¡Ä ¾Á¢ú Áì¸Ç¢ý ÁÃÀÏò ¦¾¡¼÷¨ÀÔõ ´ôÀ¢ðÎ ¼¡ì¼÷ ³Âí¸Ãý Å¢Çì¸õ «Ç¢ò¾¡÷. §¿¡Àø ÀÃ¢Í ¦ÀÚÀÅ÷¸û Àý¦Á¡Æ¢ «È¢Å¡üÈø ¾¢È¨ÁÔ¨¼ÂÅ÷¸û ±ýÚ ÜÈ¢Â ³Âí¸Ãý, Á§Äº¢Â Á¡½Å÷¸û ãýÚ ¦Á¡Æ¢¸Ç¢ø, ²ý ¿¡ýÌ ¦Á¡Æ¢¸Ç¢ø Ü¼, Ó¾ý¨Á ¦ÀÈ ÓÊÔõ ±ýÈ¡÷. ¬É¡ø, þó¿¡ð¨¼ô À£Êò¾¢ÕìÌõ ¾É¢Ó¨ÈôÀÂ¢üº¢ (private tution) ¬¾¢ì¸ò¨¾ «Å÷ Åý¨ÁÂ¡¸ì ¸ñÊò¾¡÷. “¾É¢Ó¨ÈôÀÂ¢üº¢ ¿ÁÐ ºÓ¾¡Âò¨¾ô À£Êò¾¢ÕìÌõ ÒüÚ§¿¡ö”, ±ýÈ¡ÃÅ÷.

þÃ¡ƒ§¸¡À¡ø ¬§Ä¡º¨É ¦¾Ã¢Å¢ò¾¡÷. ¾Á¢úôÀûÇ¢ Á¡½Å÷¸û §ÁõÀ¡Î «¨¼Å¾üÌî ºã¸ò¾¢ý Àí¸Ç¢ôÒ Á¢¸ «Åº¢Âõ ±ýÚ ±ý.±Š. þÃ¡§ƒó¾¢Ãý ÜÈ¢É¡÷. «Å÷¸Ç¢ý ÅÇ÷îº¢ ºã¸ò¾¢ý ´ù¦Å¡Õ ¦ºÂøÀ¡ðÊÖõ ¸¡½ôÀ¼ §ÅñÎõ. ÌÎõÀò¾¢Ä¢ÕóÐ ºã¸õ Å¨ÃÂ¢ø ¾Á¢ú ¦Á¡Æ¢ Á£Ð ®ÎÀ¡Î ¦¸¡ñÊÕì¸ §ÅñÎõ. ÌÆó¨¾ô ÀÕÅò¾¢Ä¢ÕóÐ ¾Á¢ú¦Á¡Æ¢ °ð¼ôÀ¼ §ÅñÎõ ±ýÈ «Å÷, ¾¡õ ¦¾¡¨Ä§Àº¢Â¢ø µ÷ ±ñ¨½ «¨ÆòÐ À¾¢ø ̧ ¢¨¼ò¾Ðõ “Å½ì¸õ” ±ýÚ ÜÈ¢Â¾¡¸×õ «¾üÌô À¾¢Ä¡¸ «ìÌÆó¨¾ “Daddy, Vanakkam is calling you”, ±ýÚ ÜÈì§¸ð¼¨¾ ¿¢¨É× Ü÷ó¾¡÷. þó¾ ¿¢¨Ä Á¡È §ÅñÎõ ±ýÈ¡ÃÅ÷. §ÁÖõ, Á¡½Å÷¸ÙìÌî ºÁÂì ¸øÅ¢ §À¡¾¢ì¸ §ÅñÊÂ¾¢ý «Åº¢Âò¨¾ «Å÷ ÅÄ¢ÔÚò¾¢É¡÷. «¾ü¸¡¸ þóÐ Á¡ÁýÈõ ±ÎòÐì¦¸¡ñÎûÇ ¿¼ÅÊì¨¸¸¨ÇÔõ þÃ¡§ƒó¾¢Ãý Å¢Çì¸¢ì ÜÈ¢É¡÷.

ºÁÁ¡É ¿¢¾¢ ´Ðì¸£Î §ÅñÎõ

ÀûÇ¢Â¢ø Á¡½Åý¾¡ý ¨ÁÂÁ¡¸ þÕì¸ §ÅñÎõ. ±Îì¸ôÀÎõ ¿¼ÅÊì¨¸¸û «¨ÉòÐõ Á¡½ÅÉ¢ý §ÁõÀ¡ð¨¼ þÄì¸¡¸ì ¦¸¡ñ§¼ þÕì¸ §ÅñÎõ. ÁüÈ «¨ÉòÐõ «¾üÌô À¢ýÉ§Ã ±ýÚ Å¢Ã¢×¨ÃÂ¡Ç÷ Ì. ¿¡Ã¡Â½º¡Á¢ ÜÈ¢É¡÷. ¾Á¢úôÀûÇ¢ Á¡½ÅÉ¢ý §ÁõÀ¡ð¨¼ ¯Ú¾¢ ¦ºöÅ¾üÌ «ÊôÀ¨¼ ¾ÃÁ¡É ¸øÅ¢ ±ýÈ¡ø, «¾ý «Êò¾Çõ Á¡½Å¨É º¢ó¾¢ì¸ ¨ÅìÌõ ¸øÅ¢Â¡Ìõ ±ýÚ ¿¡Ã¡Â½º¡Á¢ ÜÈ¢É¡÷.“Á¡½Åý º¢ó¾¢ì¸ §ÅñÎõ. º¢ó¾¢ôÀ¾ü¦¸ý§È ¸øÅ¢ §À¡¾¢ì¸ôÀ¼ §ÅñÎõ”, ±ýÚ «Å÷ §ÁÖõ ÜÈ¢É¡÷. Á¡½Å÷¸Ç¢ý ¸øÅ¢ §ÁõÀ¡ðÊø ¦Àñ¸ÙìÌô ¦ÀÕõ ÀíÌñÎ ±ýÚ ÜÈ¢Â ¿¡Ã¡Â½º¡Á¢, ÌÎõÀò¾¢Ä¢ÕóÐ ÀûÇ¢Å¨ÃÂ¢ø Á¡½Å÷¸Ç¢ý ¸øÅ¢ ¾Ãõ ÅÇÁ¨¼Â ¦Àñ¸û ¾í¸Ù¨¼Â Àí¨¸ ¬üÈ ÓýÅÃ §ÅñÎõ ±ýÚ §¸ðÎì¦¸¡ñ¼¡÷. Á¡½Å÷¸Ç¢ý ¸øÅ¢ ¾Ãõ ¯Â÷Å¾üÌ ÀÄÕõ Àí¸¡üÈÄ¡õ. «§¾ §Å¨ÇÂ¢ø ¾Ãõ ¯Â÷Å¾üÌ ¿¢¾¢ ÅÇõ þÕì¸ §ÅñÎõ. ÀûÇ¢ Á¡½Å÷¸Ùì¸¡É «Ãº¡í¸ò¾¢ý ¿¢¾¢ ´Ðì¸£Î ºÁÁ¡É¾¡¸ þÕì¸ §ÅñÎõ. ºÁÁ¡É ¿¢¾¢ ´Ðì¸£Î «Ç¢ì¸ôÀ¼ §ÅñÎõ ±ýÀ¨¾ ÅÄ¢ÔÚò¾¢Â ¿¡Ã¡Â½º¡Á¢, «¨ÉòÐ Á¡½Å÷¸ÙìÌõ ºÁÁ¡É ¿¢¾¢ ´Ðì¸£Î «Ç¢ìÌõ ¸ðº¢¨Âò¾¡ý ¬¾Ã¢ô§À¡õ ±ýÚ Áì¸û ÜÈ §ÅñÎõ, ¬¾Ã¢ì¸ §ÅñÎõ ±ýÚ §¸ðÎì¦¸¡ñ¼¡÷. «ÎòÐ, §Áý¨Á¨Â §¿¡ì¸¢ ¾Á¢úôÀûÇ¢ ÁÚ ¯ÕÅ¡ì¸õ ±ýÈ ¾¨ÄôÀ¢ø ¸ÕòÐô ÀÃ¢Á¡üÈõ Á§Äº¢Â ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý


8

Issue June 2012

Preschool Harapan

ProgrammeTamil Foundation is conducting the Preschool “Harapan Programme” in 7 preschools currently under the sponsorship of MCEF.

The total number of childen under this preschool programme is 195. A very small number compared to the vast number of children in the “preschool category” that we need to reach out to on this vital programme. All the preschool teachers are very dedicated and committed towards the programme and they are also very concerned and caring towards the children.

In our preschool programme, we focus on Tamil Education. It undertakes activities that result in practical programmes that help students of Tamil Education. In this programm, we ensure that our children learn the basics before stepping into primary schools. We have conducted this programme successfully for the past six years.

We train the preschool teachers under Harapan Preschool Programme. We also provide them with the necessary teaching aids sponsored by MCEF. MCEF also sponsors the exercise books for the teachers and students to be used for the programme. Tamil Foundation and MCEF’s primary aim is to help set up more Tamil medium pre-schools wherever possible.

We assist and support preschools in their extra curricular activities including sports day,fund-raising events, teacher’s day,concerts, graduations and other events.

Parents are encouraged to be actively involved in their children’s education through activities and events. We also encourage teachers to develop other non-academic aspects of a child’s ability such as talent and skill events such as Thevaram competition, story telling, rhyme singing and colouring.

Name of No. of Name of Preschool Children Teachers KSS Education Centre, 56 Bamavathy a/p Krishnan.Sunway Paranjothi a/p Ezhamalai. Manonmani a/p Velappaen Tadika Sri Bala Thabavanam 28 Yogarani a/p SubramaniamKlang Seetha a/p Subramaniam Tadika PIBG SJK(T) Ladang 18 SantiramathiMentakab, Pahang

Tadika SJK(T) Midlands, 17 Thiruchelvy a/p Ponnusamy Shah Alam Tadika SJK(T), Jalan Meru, 22 Kumuthavalli a/p MuniandyKlang Poongkodi a/p M.Perumal Tadika Ajanthaa, Sentul 20 Rajispry a/p Chinnniah Vijaya Kumari a/p Chinniah Tadika SJK(T) Edinburgh, 34 BijoylatchimyKepong Umah Devi a/p Subramaniam Total Students 195

Tadika KSS

We also assist and support the preschools to conduct activities effectively in their preschools to perform better towards achieving our purpose of educating, empowering and preparing preschool children before they step into the primary schools so that they do not feel “lost” once they are there. This preschool programme is a very effective programme and we should encourage more of such preschools in the country especially in every Tamil school.


9

Issue June 2012

TADIKA SJKT LDG EDINBURGH

SJKT JLN MERU


10

Issue June 2012

Centre for Leadership and Management Training for Tamil

Schools (CLMTS)¾Á¢ú «ÈÅ¡Ã¢Â ²üÀ¡ðÊø ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷

Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷ ¿¢Ò½òÐÅô ÀÂ¢üº¢

¾Á¢ú «ÈÅ¡Ã¢Âõ, ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷ ÁýÈõ, ºã¸ §ÁõÀ¡ðÎ Ó¨ÉÅ¸õ ¬¸¢Â¨Å ¸øÅ¢ «¨Áîº¢ý «ÛÁ¾¢Ô¼ý ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷ Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷ ¿¢Ò½òÐÅô Àð¼¨È¨Â ¦ÅüÈ¢¸ÃÁ¡¸ ¿¼ò¾¢ ÅÕ¸¢ÈÐ. þôÀÂ¢üº¢ Àð¼¨ÈÂ¢ø ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷/ Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ç¢ý ¿¢÷Å¡¸ò ¾¢È¨É §ÁõÀÎòÐÅ§¾¡Î Á¡½Å÷¸Ç¢ý «¨¼× ¿¢¨Ä¸Ç¢ø ±ôÀÊ Óý§ÉüÈò¨¾ì ¦¸¡ñÎ ÅÕÅÐ ±ýÀ¨¾ô ÀüÈ¢Ôõ ¬ÆÁ¡¸ «È¢Å¡÷ó¾ ¿¢¨ÄÂ¢ø Å¢Å¡¾¢ì¸ôÀð¼Ð. þôÀð¼¨È¸û ¿¡Î ¾ØÅ¢Â ¿¢¨ÄÂ¢ø Å¼, Áò¾¢Â, ¦¾ý Á¡¿¢Äí¸û ±ýÈ ãýÚ À¢Ã¢×¸Ç¢ø ¿¼ò¾ôÀÎ¸¢ÈÐ. Áò¾¢Â Á¡¿¢Äí¸û À¢Ã¢Å¢ø º¢Ä¡íÜ÷, Üð¼ÃÍ À¢Ã§¾ºõ, ¦¿¸¢Ã¢ ¦ºõÀ¢Ä¡ý ¬¸¢Â Á¡¿¢Äí¸û Àí¦¸Îò¾É. þÅ÷¸Ùì¸¡É Àð¼¨È ¸¼ó¾ ¬ñÎ §Á Á¡¾ò¾¢ø §À÷ø «¨ÉòÐÄ¸ ¾íÌõ Å¢Î¾¢Â¢ø ¿¢¨È×üÈÐ. Å¼ Á¡¿¢Äí¸Ùì¸¡É Ó¾ø ¸ð¼ô ÀÂ¢üº¢ ¸¼ó¾ 3,4,5¬õ ¾¢¸¾¢¸Ç¢ø ¨¾ôÀ¢í, §ÀÃ¡ì¸¢ø «¨ÁóÐûÇ ±Š.±Š ¾¢§Ã¼÷Š ¾íÌõ Å¢Î¾¢Â¢ø ¿¨¼¦ÀüÈÐ. þ¾¢ø 76 ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ùõ Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ùõ ¸ÄóÐ º¢ÈôÀ¢ò¾É÷. Å¼ Á¡¿¢Äí¸Ùì¸¡É ÀÂ¢üº¢Â¢ø À¢É¡íÌ, ¦¸¼¡, §ÀÃ¡ì Á¡¿¢Äò¨¾î º¡÷ó¾ ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ùõ, Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ùõ ¸ÄóÐ ÀÂý ¦ÀüÈÉ÷. þôÀÂ¢üº¢Â¢ø ¾¨Ä¨ÁÔ¨Ã ¬üÈ¢Â ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý §¾º¢Âò ¾¨ÄÅ÷ ÅÆì¸È¢»÷ º¢. ÀÍÀ¾¢ «Å÷¸û ¾¨Ä¨ÁòÐÅõ ±ýÀÐ ÁüÈÅ÷¸¨Ç §Å¨Ä ¦ºöÂ ¦º¡øÅÐ «øÄ «Å÷¸Ù¼ý §º÷óÐ «ó¾ §Å¨Ä ¦ÅüÈ¢¸ÃÁ¡¸ ÓÊÅ¨¼Â ¯¾×ÅÐ ±ýÈ¡÷. ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý ¦ºÂÄ÷ ¾¢Õ ¸§½ŠÅÃý «Å÷¸û ¾Á¢ú «ÈÅ¡Ã¢Âõ §ÁõÀÎò¾¢ÔûÇ þ¨½Âò¾Çõ www.tamilschool.org ÀüÈ¢Â Å¢Çì¸ò¨¾ «Ç¢ò¾¡÷. ¦¾ý Á¡¿¢Äí¸Ùì¸¡É ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷ ¿¢Ò½òÐÅô ÀÂ¢üº¢Â¢ý 2-õ ¸ð¼ò ¦¾¡¼÷ô ÀÂ¢üº¢ ¸¼ó¾ 10,11,12 À¢ôÃÅÃ¢ 2012 ãÅ¡÷ ¦ÀÄ¡í¸¢ Å¢Î¾¢Â¢ø þÉ¢§¾ ¿¢¨È×üÈÐ. þ¾ý Ó¾ø ¸ð¼ô ÀÂ¢üº¢ ¸¼ó¾ ÊºõÀ÷ Á¡¾õ 9,10,11-õ ¾¢¸¾¢¸Ç¢ø ãÅ¡÷ Ã¢Å÷Å¢Ôù Å¢Î¾¢Â¢ø ¿¨¼¦ÀüÈÐ ÌÈ¢ôÀ¢¼ò¾ì¸Ð. þó¿¢¸úÅ¢ø 30 ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ùõ 34 Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ùõ ¸ÄóÐ º¢ÈôÀ¢ò¾É÷. §ƒ¡Ü÷, ÁÄ¡ì¸¡, À¸¡í Á¡¿¢Äò¨¾î º¡÷ó¾ ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸ÙìÌõ, Ð¨½ò¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸ÙìÌõ þùÅ¡öôÒ ÅÆí¸ôÀð¼Ð. þó¿¢¸úÅ¢ý ¦¾¡¼ì¸ Å¢Æ¡Å¢ø ¸ÄóÐ ¦¸¡ñ¼ Á§Äº¢Âò ¾Á¢ú «ÈÅ¡Ã¢Âò ¾¨ÄÅ÷ ÅÆì¸È¢»÷ ÀÍÀ¾¢ «Å÷¸û ¾¨Ä¨ÁÔ¨Ã ¬üÈ¢É¡÷. «Å÷ ¾ÁÐ¨ÃÂ¢ø ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý À½¢¸¨Çô ÀüÈ¢ Ó¾Ä¢ø Å¢ÅÃ¢ò¾¡÷. ¦¾¡¼÷óÐ «Å÷ ¾ÁÐ¨ÃÂ¢ø ¾¨Ä¨ÁòÐÅõ ±ýÀÐ ´Õ À¾Å¢ «øÄ «Ð ´Õ ¦À¡ÚôÒ ±ýÚõ ¾¨Ä¨ÁÂ¡º¢Ã¢Â÷¸Ç¢ý ¨¸¸Ç¢ø¾¡ý ´Õ ÀûÇ¢Â¢ý ±Øîº¢ ¯ûÇÐ ±ýÚõ ¦¾Ç¢×ÀÎò¾¢É¡÷. ¿¢¨È× Å¢Æ¡Å¢ø

¸ÄóÐ ¦¸¡ñ¼ ¾Á¢ú «ÈÅ¡Ã¢Âò Ð¨½ò¾¨ÄÅ÷ º¢.Á.¾¢ÃÅ¢Âõ «Å÷¸û ÀûÇ¢ Å¡Ã¢Âò¾¢ý Óì¸¢ÂòÐÅò¨¾ Å¢Çì¸¢É¡÷. ºã¸ §ÁõÀ¡ðÎ Ó¨ÉÅ¸ò¨¾î º¡÷ó¾ §Å þÇï¦ºÆ¢Âý «Å÷¸û Àí§¸üÀ¡Ç÷¸ÙìÌ ¿üº¡ýÈ¢¾ú ±ÎòÐ ÅÆí¸¢É¡÷. þó¿¢¸ú¨Å ¸øÅ¢ «¨Áîº¢ý ¯Â÷ «¾¢¸¡Ã¢¸Ùõ, ¸øÅ¢ ¬ö¿÷¸Ùõ, ¬º¢Ã¢ÂôÀÂ¢üº¢ ¸Æ¸ Å¢Ã¢×¨ÃÂ¡Ç÷¸Ùõ, «Á¢ÛÊý À¡ì¸¢ ¸øæÃ¢ Å¢Ã¢×¨ÃÂ¡Ç÷¸Ùõ ÅÆ¢ ¿¼ò¾¢É÷. 3 ¿¡û¸ÙìÌ ¿¨¼¦ÀüÈ þôÀÂ¢üº¢ Àð¼¨ÈÂ¢ø À¨¼ôÒ¸û ÁðÎÁýÈ¢ ÌØ ¿¼ÅÊì¨¸, ÀûÇ¢Â¢ý ¸øÅ¢ Óý ¾¢ð¼ Å¨Ã×, þÄìÌ, §¿¡ì¸õ §À¡ýÈ¨Å Å¢Å¡¾¢ì¸ôÀð¼É. ¾Á¢úôÀûÇ¢¸Ç¢ý §Áø ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý ®ÎÀ¡ð¨¼ ¦ÁöÀ¢ìÌõ Å¨¸Â¢ø «¨Áó¾ þó¿¢¸ú× ÓüÈ¢Öõ þÄÅºÁ¡¸ ¿¼ò¾ô¦ÀüÈÐ. þó¿¢¸úÅ¢üÌ ¸øÅ¢ «¨Áîº¢ý «¾¢¸¡Ã¢¸Ùõ Á¡¿¢Äò ¾Á¢úôÀûÇ¢¸Ç¢ý «¨ÉòÐ «¨ÁôÀ¡Ç÷¸Ùõ §ÀÃ¡¾Ã× ¿ø¸¢É÷.


11

Issue June 2012

±ÉÐ ÐÕÅ ¿ðºò¾¢Ãõ ¸¡. ¬ÚÓ¸õ

(¬º¢Ã¢Â÷ ¾¢É º¢ÈôÒì ¸ðÎ¨ÃÂ¡¸ ¿¡Ç¢¾ú¸Ç¢ø ¦ÅÇ¢Â¢¼ôÀð¼Ð) ´Õ Åð¼ò¾¢ý ¦¾¡¼ì¸õ ±Ð¦ÅýÀÐ ¦¾¡¢Â¡Ð. ¬É¡ø ´ù¦Å¡Õ Åð¼ò¾¢üÌõ ´Õ ¨ÁÂôÒûÇ¢ ¯ñÎ. ±ÉÐ Å¡úì¨¸Â¢ý Å¢¡¢Å¡ì¸ò¨¾ ±ó¾î Ýú¿¢¨ÄÂ¢ø þÕóÐ À¡÷ò¾¡Öõ «¾üÌ ¨ÁÂôÒûÇ¢Â¡¸ þÕôÀÅ÷¸û ±ÉÐ ¬º¢¡¢Â÷¸§Ç! ƒ¡Ä¡ý ¬ì§¸¡ô §¾¡ð¼ò ¾Á¢úôÀûÇ¢Â¢Ä¢ÕóÐ þÃñÎ ¸¢§Ä¡Á£ð¼÷ àÃò¾¢ø ¯ûÇ ¿¢äÀ¡¢ À¢¡¢Å¢ø À¢Èó¾ ¿¡ý 1964-ø Ó¾Ä¡õ ¬ñÊø ¸¡ÄÊ ±ÎòÐ ¨Åò§¾ý. ÀûÇ¢ ±ýÈ¡§Ä À¢Êì¸¡Ð! ¬ŠÁ¡ §¿¡Â¡ø «Å¾¢ôÀð¼¾¡ø ÀûÇ¢ìÌ ÅÕõ ¿¡ð¸û ¾¨¼ÀÎõ. À¡¼õ ¦ºöÂò¦¾¡¢Â¡Ð. ¬º¢¡¢ÂÕìÌô À¾¢ø ¦º¡øÄ§ÅñÎõ. «ôÀÊ§Â ÀûÇ¢ìÌ Åó¾¡Öõ À¡ø ÁÃí¸ÙìÌô À¢ýÉ¡ø ´Ç¢óÐ Á£ñÎõ Å£ðÎìÌ µ¼ §ÅñÎõ ±ý§È §¾¡ýÚõ. «ùÅô§À¡Ð ±ý¨Éô §À¡ý§È¡¨Ã ÐÃò¾¢ô À¢ÊòÐ þØòÐ ÅÕÅ¡÷¸û ¦À¡¢Â Á¡½Å÷¸û. þÃñ¼¡õ ¬ñÎ þÚ¾¢ò§¾÷Å¢ø ÅÌôÀ¢ø þÕó¾ 33 Á¡½Å÷¸Ç¢ø ¿¡ý 32-ÅÐ. ¸¨¼º¢ Á¡½Åý §¾÷×ìÌ ÅÃ¡¾¾¢ø ´Õ ¾¢Õô¾¢. ±ÖõÀ¡¸×õ ´øÄ¢Â¡¸×õ þÕôÀ¾¡ø ±ÉÐ ¾¨Ä ºü§È ¦À¡¢¾¡¸ ¯ûÇÐ §À¡ø þÕìÌõ. ¦¾¡Ç ¦¾¡Ç ¯¨¼Â¢ø ±ý¨É À¡÷ôÀÅ÷¸ÙìÌ «¨ºÔõ §º¡Çì ¦¸¡ø¨Ä ¦À¡õ¨Á¨Âô §À¡ø þÕó¾¢Õô§Àý. ãýÈ¡õ ¬ñÊø ±ÉìÌô ÀÊì¸×õ ÀûÇ¢ ÅÃ×õ ¿¡ð¼Á¢ø¨Ä. ±ÉÐ «ì¸¡ «¨ÆòÐ ÅÕÅ¡û. þø¨Ä¦ÂýÈ¡ø ¬º¢¡¢Â÷¸û «ÅÇ¢¼õ §¸ûÅ¢ §¸ðÀ¡÷¸û. «ÅÙì¸¡¸§Å ÀÄ ¿¡ð¸û ÀûÇ¢ìÌ Åó§¾ý. ¿¡ý¸¡õ ¬ñÎò ¦¾¡¼ì¸ò¾¢ø, ±ÉÐ ÅÌôÀ¢üÌ µ÷ ¬º¢¡¢Â÷ Åó¾¡÷. ÅÌôÒìÌ À¢ýÉ¡ø þÕó¾ ±ý¨É ÓýÅ¡¢¨ºìÌì ¨¸¨Âô À¢ÊòÐ «¨ÆòÐ Åó¾¡÷. «Ð ´Õ Á¡ÚÀð¼ «ÛÀÅõ. «¾ð¼ø, Á¢Ãð¼ø, À¢ÃõÒ¼ý ÅÄõ ÅÕõ ¬º¢¡¢Â÷¸û Áò¾¢Â¢§Ä ±ý¨É «Ð×õ ±ý¨É Á¾¢òÐ «ýÒ¼ý «¨Æò¾¾¢ø «Å÷ «Æ¸¡¸ §¾¡ýÈ¢É¡÷. «Îò¾ÎòÐ Åó¾ ¿¡ð¸Ç¢ø ±ý ¸ñ¸û «Å¨Ãò §¾ÊÂÉ. ´Õ ¿¡û þ¨¼¦ÅÇ¢ §¿Ãò¾¢ø ±ý¨Éì ¸¼óÐ ¦ºýÈ «Å÷ ¾ÉÐ ¯½× ¼ôÀ¡Å¢Ä¢ÕóÐ ´Õ ÀÄ¸¡Ãò¾¢ý À¡¾¢¨Â ±ÉìÌì ¦¸¡Îò¾¡÷. «ÅÕì¸¡¸ ¿¡ý Å¡í¸¢ì¦¸¡ñ§¼ý. «ó¿¡û Å¨Ã þÂøÀ¡¸§Å Â¡Õõ À¡Åõ ±ýÚ ±¨¾ì ¦¸¡Îò¾¡Öõ ¿¡ý Å¡í¸ Á¡ð§¼ý. Á£ñÎõ ´Õ ¿¡û, «Å÷ ±ý¨Éò§¾Ê ÅóÐ ÀÄ¸¡Ãõ ¦¸¡Îò¾¡÷. þÐ §À¡ýÈ ¿¢¸ú× º¢ÄÓ¨È ¿¼ó¾Ð. ±ÉìÌ «Å¨Ã Á¢¸×õ À¢Êò¾Ð. ÀûÇ¢ìÌ ÅÕõ §À¡¦¾øÄ¡õ ±ý ¸ñ¸û «Å¨Ãò§¾Îõ!

«Å÷ «È¢Å¢Âø À¡¼õ ¿¼ò¾¢É¡÷ ¿¡ý ¸ÅÉÁ¡¸ §¸ð§Àý. §¸ðÌõ §¸ûÅ¢¸ÙìÌ ¨¸¨Â ¯Â÷ò¾¢ À¾¢ø ¦º¡ø§Åý. ±ÉìÌô ÀÊì¸ §ÅñÎõ ±ýÈ ¬÷ÅÓõ ¬¨ºÔõ §¾¡ýÈ¢ÂÐ. À¢ÈÌ ¿¡ý ¨¸¨Â ¯Â÷ò¾¢É¡Öõ Â¡ÕìÌõ ¦¾¡¢ÂÅ¢ø¨Ä ±ýÈ¡ø¾¡ý ¸¨¼º¢Â¢ø ±ý¨É À¾¢ø ¦º¡øÄ ¦º¡øÅ¡÷. «ô§À¡Ð ±ÉÐ ÅÌôÀ¢ø º¢Èó¾ Á¡½Å÷¸Ç¡¸ þÕó¾ Ì½§º¸Ã¨ÉÔõ ºó¾¢Ã¨ÉÔõ Å¢¼ «¾¢¸ Á¾¢ô¦Àñ¸¨Çô ¦ÀÈ §ÅñÎõ ±ýÈ Å¢§¿¡¾ ±ñ½Óõ §¾¡ýÈ¢ÂÐ. À¡¢ð¨ºÂ¢ø ³ó¾¡ÅÐ ¬È¡ÅÐ ¿¢¨ÄÂ¢ø §¾÷îº¢¦ÀüÈ¾¡¸ ¿¢¨É×! «ýÀ¡¸×õ «Æ¸¡¸×õ þÕó¾ «Å¨Ã¾¡ý ¿¡ý ¸øÂ¡½õ ¦ºöÂô §À¡Å¾¡¸ ±ÉÐ ¿ñÀ÷¸Ç¢¼õ ÜÚ§Åý. ´ÕÓ¨È ¿¡ý ¦º¡ýÉ¨¾. ÅÌôÀ¢ø «Å¡¢¼õ ´Õ Á¡½Åý ¦º¡øÄ¢Å¢ð¼¡ý. «Õ¸¢ø Åó¾ «Å÷ ±ÉÐ ÅÄÐ ¸¡¨¾ô À¢ÊòÐò ¾¢Õ¸¢É¡÷. «Ð ¾ñ¼¨ÉÂ¡¸ ±ÉìÌò §¾¡ýÈÅ¢ø¨Ä. “ÅÄ¢ì¸Å¢ø¨Ä” ±ýÚ º¸ Á¡½Å÷¸Ç¢¼õ «ýÚ ¿¡ý ÜÈ¢Â¨¾ô À¢ýÉ÷ ÀÄÓ¨È «Äº¢Â¾¢ø «Å÷ ±ýÉ¢¼õ ¸¡ðÊÂ «ó¾î º¢Ä Á½¢òÐÇ¢¸û Ññ½¢Â Å¨¸Â¢§Ä ¬ÆÁ¡É Á¾¢ô¨ÀÔõ Á¡¢Â¡¨¾¨ÂÔõ §¾¡ýÚÅ¢òÐûÇ¨¾ ¯½Ã ÓÊó¾Ð. ±ÉìÌû§Ç§Â ±ý Á£Ð ¯ñ¼¡ì¸ôÀð¼ ¿õÀ¢ì¨¸Ôõ Á¾¢ôÒõ ±ôÀÊ À¢ýÅÕõ ̧ ¡Äí¸Ç¢ø ±ý¨Éô ÀÄ ¿¢¨Ä¸Ç¢û º¢Èó¾ Á¡½ÅÉ¡¸ ¯ÕÅ¡ì¸¢ÂÐ ±ýÀÐ «ÅÕìÌò ¦¾¡¢Â Å¡öôÀ¢ø¨Ä. «Ð ±ýÛû§Ç§Â Å¢õÀ¢ ¦ÅÇ¢ôÀÎõ ÀÃ¢½¡Á ¯½÷×¸û. ÅÚ¨Á ÝÆÄ¢ø ¯Â¢÷ Å¡úÅ¨¾§Â §À¡Ã¡ð¼Á¡¸ì ¦¸¡ñ¼ ÌÎõÀí¸Ç¢Ä¢ÕóÐ ÅÕõ ÌÆó¨¾¸ÙìÌì ¸øÅ¢¨ÂÅ¢¼ «ýÒõ «ÃÅ¨½ôÒõ¾¡ý «¾¢¸õ §¾¨ÅôÀÎ¸¢ÈÐ. þ¨¾ «Ç¢ôÀ¾¡ø ¯ÕÅ¡Ìõ ÍÂÁ¾¢ôÒõ Á¡¢Â¡¨¾Ôõ «Å÷¸ÇÐ ¬üÈ¨Ä ̄ ½Ãî¦ºöÅ§¾¡Î ̧ øÅ¢ ̧ ü¸×õ Ð¨½ôÒÃ¢¸¢ÈÐ. þó¿¢¨ÄÂ¢ø ¬º¢¡¢Â÷¸û «Å÷¸ÙìÌ ¦¾öÅÁ¡¸¢È¡÷¸û. ±ýÛû§Ç À¾¢ó¾¢ÕìÌõ «ó¾ ¬º¢¡¢Â¡¢ý ¦ÀÂ÷ ÍôÒÄðÍÁ¢. «Å¨ÃôÀüÈ¢ ¿¡ý ¯½÷óÐ «Å¨Ãò §¾Îõ§À¡Ð «Å÷ ¯Â¢Õ¼ý þø¨Ä. ÁÈì¸ þÂÄ¡¾ «Å¨Ã ¿¡ý ¦¾¡¼÷óÐ þÂí¸ ÌÆó¨¾¸û º¡÷ó¾ º¢Ä þÂì¸í¸Ç¢ø ¦ºÂøÀ¼ò ¦¾¡¼í¸¢§Éý. Å¢Ã¢Å¡ì¸õ «¨¼ó¾ ±ý Å¡úì¨¸ Åð¼ò¾¢ý ¨ÁÂôÒûÇ¢Â¢ø «Å÷ ´Õ ÐÕÅ ¿ðºò¾¢Ãõ!

(¦À¡È¢Â¢Âø ¿¢Ò½Õõ ÅÆì¸È¢»ÕÁ¡É þÅ÷ ®ÎÀðÎûÇ þÂì¸í¸Ç¢ø ¾Á¢ú «ÈÅ¡Ã¢Âõ, ¨ºøÎ ÁüÚõ ÍÅ¡Ãõ ±ýÈ ÁÉ¢¾ ¯Ã¢¨Á ¸Æ¸Óõ «¼íÌõ.)

Cleanest Project for Tamil Schools in

Selangor The new millennium has dawned with the revolution in information technology and science. The speed at which events unfold are threatening to further widen the gap between the advantaged and the disadvantaged. In this, Tamil school going children are especially vulnerable and are unable to seize these opportunities and progress.

A comprehensive study conducted in 2000 showed that almost 95 percent of the children attending Tamil schools come from households earning less than RM1,100 per month. The current UPSR passing rate for 2011, i.e. at least obtaining a minimum grade of C in all subjects, is 49 per cent compared with the national average of 63 per cent. Despite such odds, the children show tremendous promise and zest for life. Their exam performance has improved from about 35 per cent about a decade ago to what it is now. However, more could be achieved, and the situation calls for bolder dreams and aspirations.Since 2008, the Selangor State Government has meaningfully intervened with a total sum of about RM 16 million to improve the Tamil schools in Selangor. At present, the Tamil school ethos are reshaped to march forward. The white board project was a sweet surprise. While Oxford and Cambridge are still stuck with chalkboards and dust our neighbourhood, Tamil schools found their way to use white boards. Thanks to Perangsang Selangor’s CSR (Corporate Social Responsibility) Project. The inception of the idea came from the honourable Member of Parliament for Subang. Sivarasa Rasiah. Late last year, the Selangor government linked

Kumpulan Perangsang Selangor Berhad, for the first time in its history, extended its arm to reach the Tamil schools. It allocated a budget of RM 400,000 to equip the Tamils schools with 830 white boards. A memorandum of understanding was signed between Tamil Foundation and Perangsang Selangor on the 23rd February 2012. The MOU was signed by the President of Tamil Foundation Mr S. Pasupathi and the Group Chief Executive Officer and Managing Director of Perangsang Selangor Encik Suhaimi bin Kamaralzaman . Calling it a historic day, Mr K. Arumugam, the project coordinator thanked Kumpulan Perangsang for its noble support and commented, “The long forgotten Tamil schools are reminded in the corridors of power and wealth that they cater for more than fifty percent Indians future in this country. Marginalization should stop and priority for human capital development should transcend race”. The white boards with marker pens and erasers are being installed in schools in Selangor, Negeri Sembilan and Perak. Anyway for those who want to know why white boards knowing their costly maintenance, the advantages are:

• Whiteboard ink markings are less susceptible to external factors, such as water, because the ink adheres in a different manner than does chalk to a chalkboard. • Using markers does not generate the dust that comes from using and erasing chalk, allowing their use in areas containing dust-sensitive equipment. • For some who are allergic to chalk or are asthmatic whiteboards is a good alternative.• A whiteboard can be used as the projecting medium for LCD. This allows the person giving the presentation to fill in blanks, edit, underline and make comments by writing directly onto the whiteboard, which in turn shows through the projected image. • A whiteboard pen is easier than chalk to hold and write with. • When compared to a chalkboard a whiteboard can have significantly more colors because markers have a greater range of color than chalk.


12

Issue June 2012

OPENING CEREMONY OF

MIDLANDS TAMIL SCHOOL22 April 2012

Some 2,000 people thronged a century-old school near I-City to witness the launch of SJK (T) Ladang Midlands - a newly completed school complex on 22 April 2012. The launching ceremony was held with such simplicity yet it brought throngs of people to see and be proud of the first Tamil school that has been built in such high standards for the benefit of our Tamil school children.

The school is touted to be the first in Malaysia to boast a 3,000-capacity, air-conditioned multipurpose hall which has been named the “Midlands Convention Centre”. The RM4.9 million three-storey building also houses 24 classrooms, a spacious canteen, library, computer lab and science laboratories. The school is also located in a strategic location to enable parents to conveniently send their kids to school.

The vernacular school currently has about 200 students and the Lembaga Pengelola Sekolah (LPS) Chairman, K.Uthayasoorian expect the number to grow to 1,000 within the next two years. "Most of the Tamil schools in Klang are overcrowded. Now the parents have a choice to send their kids to Midlands instead," said K.Uthayasoorian. He cited the example of SJK (T) Simpang Lima in Taman Sri Andalas, Klang that has nearly 2,500 students but had not enough classrooms to house the increasing intake of students.

In addition, SJK(T) Midlands is also well known for its football team, which won the under-l2 state championship this year despite the lack of a field for practice.

Once the school administration moves to the new complex, Headmistress G. Varaletchimy said the two temporary school buildings they have been using since 2004 will be demolished to make way for a field. Established in 1908, the former estate school has been relocated four times due to redevelopment in Shah Alam.

Selangor State Government gave the school RM3 million and a four-acre land to build the school complex. The ground breaking ceremony was held in April 2011. The Selangor Menteri Besar, Tan Sri Khalid Ibrahim said

(>>> Pg 13)


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Issue June 2012

several times during his speech that he was very happy for the school. "I wish the school the very best, your success is our success” said Khalid, whose administration has allocated millions of ringgit for vernacular schools since 2008. YB Dr Xavier Jayakumar also gave a very impressive speech.

Meanwhile, the school has raised RM500,000 on its own but is still looking to collect RM1.4 million for the hall construction. K.Uthayasoorian said the contractor had agreed to let the school pay the construction cost in installments. The school had decided to expand the hall from a capacity of 50 tables to 130 tables in order to rent it out for functions like weddings, official functions etc. to earn revenue for the school.

Also present at the launching ceremony were State Executive Councillors Dr Xavier Jayakumar and Yaakob Sapari, Selangor Deputy Speaker Haniza Talha, Sekinchan Assemblyperson Ng Suee Lirn, Gombak MP and Bukit Antarabangsa Assemblyperson Azmin Ali, Subang MP R. Sivarasa, Senator S. Ramakrishnan, Kedah Executive Councillor S. Manikumar and Port Dickson Assemblyperson M. Ravi.

Bravo to Midlands Tamil School. It is definitely the “Beginning of a New Era” for the Tamil schools in the country.


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Issue June 2012


15

Issue June 2012

Understanding Autism

by Ruth S. Arunasalam – who has been teaching and lecturing for the past 20 years to adult learners

and students alike. She specializes in the field of Autism and gives numerous talks on Autism.

Autism, is a cognitive neurodevelopment disorder which currently afflicts thousands of individuals worldwide. It was first identified by Dr. Leo Kanner in the year 1943. The word “cognitive” refers to the mental process of perception, memory, judgment and reasoning as contrasted with the emotional processes.

Consequently, the word neurodevelopment disorder is an impairment of the growth and development of the brain or central nervous system. This brain disorder then, affects emotion, learning ability and memory, and it unfolds as the individual grows.

Thus, cognitive neurodevelopment disorder encompasses the meaning of “disability to know, feel, understand the mental and emotional processes of communication”, a vital component in forming reciprocal relationships and an important survival trait for children.

The word autism comes from the Greek “autos” which means “self”, implying that children with autism are inclined to be with “self” as opposed to the outside world. The usage of these words shows an individual trapped in his or her own world disconnected and oblivious to people, surroundings and the environment as a whole.

The literal translation of the word autism means “escape from reality”. Autistic children often display repetitious and ritualistic behaviors that reflect the desire for sameness. A change from the child’s routine or an object placed in a new position could trigger an uncontrollable tantrum or land the child in a self-injurious state. This means there are no biological markers as a means of diagnosis and it is the behavior of a child that exhibits autism. This can be diagnosed as early as 18 months of age. However, it is the absence of speech by the age of three or four that should raise concern.

How to spot autism in children

The behaviors that have been observed to be prevalent among children with autism are as follows:

• Delayed or absence of speech• Repetitive stereotyped movements and actions• Little or no eye contact• Obsessions• Inappropriate attachments to objects• Echolalia• Inappropriate or spontaneous laughter• Lack of play skills• Hand or arm flapping• Toe walking• Complete rigidity which results in resistance to change in routine

It has all been well documented, that many children with autism generally start out accomplishing developmental milestones on par with their peers, only to begin to lose their newly acquires skills and abilities around 18 or 24 months of age. Children who once longed for maternal attention may seem to be preoccupied with themselves.

In 1944, Hans Asperger quite independently published his findings about children with similar problems, although his observations included some differences. The differences are as follows:

• Motor clumsiness• Lack of coordination• Normal language development abilities• Abnormal communication

Although children with Aperger’s syndrome show development in speech at an appropriate age, their communication is regarded to be abnormal They are prone to exhibit impaired social interaction and communication – repetitive, stereotypical, odd patterns of behavior or unusual interest inappropriate response to the environment.

Children with autism look at the world differently. They don’t see “others’ intentions” needs, or beliefs and therefore demonstrate mind blindness. This establishes that they are operating with a deficit in the Theory of Mind. Theory of Mind is the ability of human beings to understand that others may have thoughts and beliefs that are different from our own. This understanding is missing in children with autism.

They experience difficulties in understanding the social world. Their behavior is often rigid, inflexible, preservative and impulsive. They also tend to place information into a context in order to give it meaning, and they focus on the detail rather than the whole and have narrowed interests and are unable to generalize skills. The manners in which they display areas of relative strength are known as islets of ability.

Professionals working in the field of special education break down autism into three basic characteristics:

• Impaired verbal and non verbal communication• Difficulty in interacting socially with others• Unusual or restricted interests and sensory responses

It is currently clear that at the present time there is no cure per se for autism, resulting in treatment approaches to therapy and rehabilitation as the most important considerations after diagnosis.

... artist Pua Zhe Xuan is no exception. Pua Zhe Xuan was born with autism

A Training Programme for Parents of Children with Autism


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Issue June 2012

INTERNATIONAL MOTHER TONGUE DAY 201220 February 2012

The International Mother Tongue Day 2012 (IMTD) was celebrated on 21 February 2012 at Dewan Kuliah Angsana, Fakulti Bahasa dan Linguistik, Universiti Malaya from 6.30pm-10.00pm. This special event of commemoration towards the importance of Mother Tongue was jointly organized by Tamil Foundation Malaysia, Lim Lian Geok (LLG) Cultural & Development Centre & KL and Selangor Chinese Assembly Hall (KLSCAH) and Faculty of Language and Linguistics, University Malaya.

United Nations Educational, Scientific and Cultural Organization (UNESCO) has proclaimed 21 February of every year as the ‘International Mother Language Day’ in November 1999. This is to commemorate the students of the University of Dhaka who were killed by the Pakistani police in Dhaka (now Bangladesh) in a demonstration for recognition of their Bangla language.

Though the event was organized in a short notice of one week, the response from the public and students was truly encouraging. The media had also played an important role in promoting the event.

Our line of prominent speakers gave their best to promote the invaluable importance of our respective mother tongues, not only in our country but the rest of the world. The event started off with a short Welcoming


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Issue June 2012

Speech from the Organizing Chairman of the event, Ms Usharani. She acknowledged and thanked all collaborating NGO’s, Mr Mannar Mannan, from the Linguistics Department of University Malaysia for providing the venue and the volunteers for their utmost support in organizing the event in such a short time frame.

The speakers were Mr Pasupathi - the President of Tamil Foundation Malaysia, En Soeb Miah – Wakil Orang Temuan, Banting, En Zaid Kamaruddin – President of Gabungan Bertindak Malaysia (GBM), Dato Dr Toh Kin Woon – President of Lim Lian Geok Foundation (LLG), Mr Tan Yew Sing – President of Kuala Lumpur & Selangor Chinese Assembly Hall (KLSCAH) and Mr Thiraviam – the Deputy President of Tamil Foundation Malaysia. We also had a special guest speaker from the United States, Mr Raja Ramalingam, who gave a very brief insight of the mother tongues.

We also had a colourful blend of cultural performances of the different ethnic backgrounds of our multi-racial, multi-lingual, multi-cultural and multi-traditional community. We had a splendid bharathanatyam performance by Ms Geetha Arumugam, a rare refreshing performance by the Orang Temuan troupe, an energizing Malay joget performance by AC Dancers, a lively Chinese performance from SMJK Yu Hwa and a special closing number by the students from the linguistics department of University Malaya.

Long live all the Mother tongues of the world. If we do not hold on to our mother tongue languages, a lot of languages will go extinct in a few years to come. Let’s take a bold foot forward to prevent such a thing from happening.


18

Issue June 2012

±ó¾ ¿¡ðÊý ́ üÚ¨ÁÂ¢ý¨ÁìÌõ ¾¡ö¦Á¡Æ¢ì ¸øÅ¢ ¸¡Ã½Á¡¸ þÕó¾§¾ þø¨Ä. þÐ Á§Äº¢Â¡×ìÌõ ¦À¡ÕóÐõ. «ùÅ¡§È, ´§Ã ¦Á¡Æ¢ì¸øÅ¢ ±ó¾ ¿¡ðÊÖõ ´üÚ¨Á¨Â ¯Ú¾¢ôÀÎò¾¢ «¾¨É ¿¢Ãó¾ÃÁ¡ì¸¢Â¾¢ø¨Ä. §¿üÚ þÃ× ÁÄ¡Â¡ Àø¸¨Äì¸Æ¸ò¾¢ø ¿¨¼¦ÀüÈ «¨ÉòÐÄ¸ ¾¡ö¦Á¡Æ¢ ¾¢Éõ 2012 ¿¢¸úÅ¢ø ¯¨ÃÂ¡üÈ¢ÂÅ÷¸û þì¸Õò¨¾ ÅÄ¢ÔÚò¾¢É÷. ´üÚ¨ÁÂ¢ý¨ÁìÌ Å¢ò¾¢Îõ ±ýÈ ÜüÚìÌ Á¡È¡¸, ¾¡ö¦Á¡Æ¢ ¸øÅ¢ º¢È¡÷¸Ç¢ý ¬üÈ¨Ä ÅÇ÷ò¾¢¼×õ, ÀøÄ¢É Áì¸Ç¢¨¼§Â «ÅÃÅ÷¸Ç¢ý ÀñÀ¡Î¸¨Çô ÒÃ¢óÐ ¦¸¡ûÇ×õ, §ÅÚÀ¡Î¸¨Ç ̄ ½÷óÐ §À¡üÈ×õ, «ÅüÈ¢É¡ø ÅÇôÀÁ¨¼Â×õ ¯¾×¸¢ÈÐ. ¾¡ö¦Á¡Æ¢Â¢ý þîº¢ÈôÒ¸¨Ç ³¿¡ ÁýÈõ ²üÚì¦¸¡ñÎ, «í¸£¸¡Ãõ «Ç¢òÐûÇÐ. ¾¡ö¦Á¡Æ¢ ¸øÅ¢Â¢ý Óì¸¢ÂòÐÅò¨¾ ¯½÷óÐ¦¸¡ûÇ×õ, «¾ý ÅÇ÷îº¢ìÌ °ì¸ÁÇ¢ì¸×õ, «¾ý §À¡¾¨É Ó¨ÈÂ¡¸ «ÁøÀÎò¾ §ÅñÎõ ±ýÀ¾ü¸¡¸×õ «¨ÉòÐÄ¸ ¾¡ö¦Á¡Æ¢ ¾¢Éõ ³¿¡Å¡ø À¢Ã¸¼Éõ ¦ºöÂôÀð¼Ð ±ýÚ «ó¿¢¸úÅ¢ø ¯¨ÃÂ¡üÈ¢Â ¾Á¢ú «ÈÅ¡Ã¢Âò¾¢ý ¾¨ÄÅ÷ º¢.ÀÍÀ¾¢ ÜÈ¢É¡÷. §¿üÈ¢Ã× ¿¨¼¦ÀüÈ «¨ÉòÐÄ¸ ¾¡ö¦Á¡Æ¢ ¾¢Éõ ¿¢¸úÅ¢ø «ÃÍ º¡÷ÀüÈ «¨ÁôÒ¸Ç¢ý À¢Ã¾¢¿¢¾¢¸Ùõ, ¦À¡ÐÁì¸ÙÁ¡¸ 200 ìÌ §ÁüÀð¼Å÷¸û ¸ÄóÐ¦¸¡ñ¼É÷. þó¿¢¸úÅ¢ø º¢ÈôÒ Å¢Õó¾¢ÉÃ¡¸ ¾Á¢ú ¿¡ðÊý Ò¸ú ¦ÀüÈ ¸Å¢»Ã¡É ¿¡Áì¸ø Ã¡ÁÄ¢í¸ò¾¢ý Ò¾øÅ÷ Ã¡ƒ¡ Ã¡ÁÄ¢í¸õ ̧ ÄóÐ¦¸¡ñÎ ̄ ¨ÃÂ¡üÈ¢É¡÷. Á¡¨Ä Á½¢ 6.30 Ä¢ÕóÐ þÃ× Á½¢ 10.00 Å¨ÃÂ¢ø ¿¨¼¦ÀüÈ þó¿¢¸ú¨Å ¾Á¢ú «ÈÅ¡Ã¢ÂòÐ¼ý þ¨½óÐ Ä¢õ Ä¢Âý ¸¢§Â¡ì ¸Ä¡îº¡Ã §ÁõÀ¡ðÎ ¨ÁÂõ, §¸¡Ä¡Äõâ÷ ÁüÚõ º¢Ä¡íÜ÷ º£É «¦ºõÀ¢Ç¢ Áñ¼Àõ, ÁÄ¡Â¡ Àø¸¨Äì¸Æ¸ ¦Á¡Æ¢ ÁüÚõ ¦Á¡Æ¢Â¢ÂøÐ¨È ÁüÚõ §À¡¬õ «¨ÁôÒ ¬¸¢Â¨Å ¿¼ò¾¢É. Á§Äº¢Â¡Å¢ý ¦À¡ÕÇ¡¾¡Ãõ ÁüÚõ «¾ý ÅÇôÀò¾¢üÌ º£É, ¾Á¢ú ÁüÚõ ¦Á¡Æ¢¸¨Çì ¸üÈÅ÷¸û ¾í¸û¨¼Â Àí¸Ç¢ô¨Àî ¦ºöÐûÇÉ÷ ±ýÀ¨¾î ÍðÊì ¸¡ðÊÂ ÀÍÀ¾¢, ¾Á¢ú ÁüÚõ º£É¦Á¡Æ¢ôÀûÇ¢¸ÙìÌ Á§Äº¢Â «Ãº¨ÁôÒî ºð¼õ «í¸£¸¡Ãõ

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19

Issue June 2012

þÚ¾¢Â¢ø, ÍÅ¡Ã¡õ ±ýÈ ÁÉ¢¾ ¯Ã¢¨Á¸û ¸Æ¸ò¾¢ý ¾¨ÄÅÃ¡É ¸¡.¬ÚÓ¸õ «¨ÉòÐÄ¸ ¾¡ö¦Á¡Æ¢ ¾¢Éõ 2012 ¿¢¸ú¨Å ¿¼ò¾¢Â «¨ÁôÒ¸Ç¢ý º¡÷À¢ø «Ãº¡í¸ò¾¢¼õ ¾¡ì¸ø ¦ºöÅ¾ü¸¡¸ ±ðÎ ÜÚ¸¨Çì ¦¸¡ñ¼ ¾£÷Á¡Éõ ´ý¨È ¿¢¸úÅ¢ø ¸ÄóÐ¦¸¡ñ¼Å÷¸Ç¢ý ´ôÒ¾Öì¸¡¸ Óý¦Á¡Æ¢ó¾¡÷.

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4.§¾º¢Â þÄì¸¢ÂÅ¡¾¢ (Sasterawan Negara) Å¢Õ¨¾ º£Éõ, ¾Á¢ú, ¬í¸¢Äõ ÁüÚõ ÁüÈ ¦Á¡Æ¢¸Ç¢ø ±ØÐÀÅ÷¸ÙìÌõ ÅÆí¸ôÀÎõ Å¨¸Â¢ø Á¡üÈôÀ¼§ÅñÎõ.

5.¦Á¡Æ¢ ÁüÚõ ¸Ä¡îº¡Ãí¸Ç¢¨¼Â¢Ä¡É ÒÃ¢óÐ½÷× ¯¨ÃÂ¡¼ø¸û ¿¢¸úò¾ º¢ÈôÒ À½¢ôÀ¨¼¸û «¨Áì¸ôÀÎÅ§¾¡Î «¾¢ø ÌÈ¢ôÀ¢ð¼ Ð¨ÈÂ¢ý ÅøÖÉ÷¸¨Ç ¦¸¡ñÎ ¾¸Åø, ¦¾¡¼÷Ò, ¸Ä¡îº¡Ã «¨Áîº¢ý ¸£ú ¿¨¼¦ÀÚÅ¨¾ ¯Ú¾¢ ¦ºöÂ §ÅñÎõ.

6.«¨ÉòÐ §¾º¢ÂôÀûÇ¢¸û, ¾¡ö¦Á¡Æ¢ô ÀûÇ¢¸û, Á¾îº¡÷Ò ÀûÇ¢¸û Â¡×õ ±ùÅ¢¾ À¡Ã¡ÀðºÁ¢ýÈ¢ §ÁõÀ¡Î «¨¼Â ¯Ú¾¢ ¦ºöÅ§¾¡Î â÷ÅìÌÊ¸Ç¢ý §ÀîÍ ¦Á¡Æ¢ ¸øÅ¢ ÅÇÃ×õ ¯¾Å §ÅñÎõ.

7.À¡Ä÷ ÀûÇ¢ ¿¢¨ÄÂ¢§Ä§Â ¾¡ö¦Á¡Æ¢ ¸øÅ¢ §À¡¾¢ôÀ¨¾ ¦¾¡¼í¸×õ §¾º¢Âô À¡¼ò¾¢ð¼ò¾¢ø Áì¸Ç¢ý ¦º¡ó¾ ¦Á¡Æ¢¸û þ¼õ¦ÀÚÅ¾ý ãÄõ Àø§ÅÚ â÷ÅìÌÊ ºã¸í¸û ÀÂý¦ÀÚÅ¨¾Ôõ ¯Ú¾¢ ¦ºöÂ§ÅñÎõ.

8.§¾º¢Â º¢ÚÀ¡ý¨Á ¦Á¡Æ¢Â¢ÉÕì¸¡É Ó¨È§¸û «¾¢¸¡Ã¢¸¨Ç (Ombudsman)” «È¢Ó¸ôÀÎò¾¢ «¾ýÅÆ¢ º¢ÚÀ¡ý¨Á ÁüÚõ â÷ÅìÌÊ¸Ç¢ý ¦Á¡Æ¢ ¯Ã¢¨Á¸¨Ç §À½×õ ÅÇôÀÎò¾×õ ̧ ¡ì¸×õ §ÅñÎõ.”


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Issue June 2012

Parents Assuring Students Success (PASS) OBJECTIVES

PASS PROGRAMME - SJKT Kampung PandanÅ½ì¸õ,

þýÚ 19 ÀûÇ¢¸Ç¢Ä¢ÕóÐ ¸ÄóÐ ¦¸¡ñ¼ «¨ÉòÐô ¦Àü§È¡÷¸ÙìÌõ Å½ì¸õ. þó¾ 8 Å¡Ã PASS ¸ÄóÐ¨ÃÂ¡¼ø ¿¢¸úÅ¢ø ¦Àü§È¡÷¸Ç¡¸¢Â ¿¡í¸û ÀÄ ¿ý¨Á¸û «¨¼ó§¾¡õ.

Ó¾Ä¢ø ¾Á¢ú «ÈÅ¡Ã¢Âõ ÁüÚõ «¾ý ÀÂ¢üÚ¿÷¸ÙìÌ Á¢ì¸ ¿ýÈ¢.þ¾ýÅÆ¢ ¦Àü§È¡÷¸Ç¡¸¢Â ¿¡í¸û ¦Àü§È¡Ã¢ý ¸¼¨Á ±ýÉ¦ÅÉ ¯½÷ó§¾¡õ. «¾¨Éô À¢ýÀüÈ¢ ¸¼ó¾ ÀûÇ¢ §¾÷Å¢ø ±í¸û ÌÆó¨¾¸û º¢Èó¾ §¾÷îº¢ ¦ÀüÈÉ÷.

Å£ðÊý ÍüÚîÝÆ¨Ä Á¡üÈ¢Â¨Áò¾¾¡ø ÌÆó¨¾¸û þýÛõ º¢ÈôÀ¡¸ô ÀÊì¸ò ¦¾¡¼í¸¢ ¯ûÇÉ÷.

±í¸Ù¨¼Â Á¡üÈò¾¢É¡ø ÌÆó¨¾¸Ùõ ºó§¾¡„Á¡¸ Á¸¢úîº¢Ô¼ý ¸ü¸ ¬ÃõÀ¢ò¾É÷.

§ÁÖõ ¦¾¡¼÷óÐ þôÀÂ¢üº¢Â¢¨Éô À¢ýÀüÈ ¯û§Ç¡õ. ÀûÇ¢ô ¦Àü§È¡÷ ¬º¢Ã¢Â÷¸Ùì¸¢¨¼§Â ´üÚ¨ÁÔõ ÒÃ¢óÐ½÷×õ ¿¢Ä×Å¾¡ø ÀûÇ¢ìÌô ÀÄ ÅÆ¢¸Ç¢ø ¯¾ÅÄ¡õ ±É ¾£÷Á¡É¢òÐ ¯û§Ç¡õ.

¾¢ÕÅ¡Ç÷ ÀÍÀ¾¢ ÜÈ¢ÂÐ§À¡ø ¿¡Î ¾ØÅ¢Â ¿¢¨ÄÂ¢ø ¦Àü§È¡÷ ¬º¢Ã¢Â÷ ºí¸õ ÁüÚõ §ÀÃ¨Å «¨Áò¾¡ø º¢ÈôÀ¡¸ þÕìÌõ.

±í¸û ÀûÇ¢Â¢ø Á£ñÎõ ´Õ ÀÂ¢üº¢ìÌ ²üÀ¡Î ¦ºöÂ ¯û§Ç¡õ.

þôÀÂ¢üº¢ìÌ À¢ÈÌ 3 ÀûÇ¢¸û (SJKT Kg. Pandan, SJKT Jalan Meru, SJKT Midland) 43 ¦Àü§È¡÷¸Ç¢ø ÀÂ¢üÚÉ÷¸û ¾¢Õ. ¸¢Õ‰½ý, ¾¢Õ ¦À¡ýÛº¡Á¢, ¾¢ÕÁ¾¢ Í¸¢, ¾¢ÕÁ¾¢ À¢Ã¢Â¡, ¾¢Õ. §Á¡¸ý Rakan Muda, Kapar; 2 ¿¡û Ó¸¡õ. þ¾ýÅÆ¢ ÁüÈ ÀûÇ¢¸Ù¼ý ¯È× þÚì¸Á¡¸¢ ´Õ ÌÎõÀÁ¡¸ ¯ÕÅ¡¸¢ÂÐ. Á¸¢úîº¢ÂÇ¢ì¸ìÜÊÂ ¦ºö¾¢.

þ¨¾ «ÎòÐ ÌÎõÀ ÍüÚÄ¡ (family programs.)

¿ýÈ¢, Å½ì¸õ.

¿ÁÐ Á¡½Å÷¸û ¿ÁÐ ¸¼¨Á.

À. ¸ÕôÀýSJKT Kg. Pandan

A. Attitude.

PASS aims to transform the lackadaisical attitudes that many parents have to one of concern and support. Parents must realize that their children’s attitudes towards learning are a reflection of their own.

B. A Productive and Supportive Learning Environment at Home

PASS does not ask for each child to be provided with the best reference books or the best study area, but that parents realize that a conducive learning environment is one in which a child’s efforts are recognized and strengthened through supportive bonds. This is immensely important to the self-worth of a school-going child.

C. Time Management, Instruction Taking and Concentration Skills (for Children)

Effective time management and concentration skills will be passed on to the children via their parents. This will help the children manage their busy days and pay attention in class. This will subsequently enable the children to effectively listen to instructions.

D. Homework Guidance and Studying Textbooks

Parents who undergo the PASS transformation will be able to help their children who are more

often than not bogged down by homework. Parents will also be taught strategies to deal with cumbersome textbooks and how to pass this knowledge on to their offspring.

E. Preparing Children for Assessments

The Malaysian education system is an exam-oriented one. Failure to do well in assessments is therefore an indication of failure to learn. However, there are many students who are unable to do well in exams not because of a lack of knowledge but because of a lack of application skills. PASS will help parents guide and prepare their children for all forms of assessment with the help of well-honed strategies and guidelines.

F. Note Taking and Information Organisation

Parents provided with effective tips and strategies to help their children master these skills.

G. Enhancement of Memory and Thinking Processes

There is no denying the importance of memory in any learning activity. Educational theorists frequently argue that rote methods result only in superficial learning, whereas learning which results from the students’ own ‘discoveries’ is

likely to be deeper and remembered for longer. Parents taught methods in which to help their children retain and apply knowledge gained.

H. Inculcating the Reading Habit at Home

In this module, parents encouraged to instill a love of reading in their children. Parents with beginner readers must continue the efforts of school teachers and teach them at home, and parents with children who can already read must work towards making reading a habit.


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Issue June 2012

Parents Assuring Student Success

(PASS - À¡Š)

±ýÈ¡ø ±ýÉ?Parents Assuring Student Success ±ýÈ ÅÃ¢¸Ç¢ý ÍÕì¸§Á PASS ±ÉôÀÎõ. ¦Àü§È¡Õõ Á¡½ÅÃ¢ý ¦ÅüÈ¢¨Â ¯Ú¾¢ ¦ºöÂÄ¡õ ±ýÀ§¾ «¾ý ¦À¡Õû.

Á¡½Å÷ ¸øÅ¢Â¢ø ÌÎõÀò¾¢ÉÃ¢ý ÀíÌ ±ýÈ ¾¨ÄôÀ¢¨É ¬öÅ¢üÌô À¢ýÉ÷, ̧ øÅ¢Â¡Ç÷¸Ùõ, ¬º¢Ã¢Â÷¸Ùõ, ¦Àü§È¡÷¸Ùõ þ¨½óÐ ¯ÕÅ¡ì¸¢Â µ÷ «Ã¢Â ¦Àü§È¡÷ ÅÆ¢¸¡ðÊ ¸øÅ¢ò ¾¢ð¼õ¾¡ý PASS.

PASS ±ò¾¨¸Â º¢ó¾¨ÉÔ¨¼Â ¦Àü§È¡ÕìÌõ ²üÈ ÅÆ¢¸¡ðÊÂ¡¸ «¨ÁÔõ?

• À¢û¨Ç¸Ç¢ý ¸øÅ¢ ÅÇ÷îº¢Â¢ø «ì¸¨ÈÔûÇ ¦Àü§È¡÷• ¯¾Å §ÅñÎõ ±ýÈ ±ñ½õ þÕì¸¢ÈÐ ¬É¡ø ±ôÀÊ ¯¾ÅÄ¡õ ±ýÀÐ ¦¾Ã¢ÂÅ¢ø¨Ä ±ýÚ ±ñÏ§Å¡÷.• ¬º¢Ã¢ÂÃ¢ý Í¨Á¨Âì Ì¨Èì¸ ¾É¢ôÀð¼ ¸ÅÉò¨¾ô À¢û¨Ç¸Ç¢¼õ ¦ºÖò¾ §ÅñÎõ ±ýÈ ±ñ½õ ¦¸¡ñ¼Å÷¸û.• Å£ðÊÖõ ¬ì¸¸ÃÁ¡É Ó¨ÈÂ¢ø À¢û¨Ç¸¨Çô ÀÂ¢Äî ¦ºöÂÄ¡õ ±ýÈ Ó¨ÉôÒ ¯ûÇÅ÷¸û.

PASS ÀÂ¢üº¢Â¢ø ¸ÄóÐ ¦¸¡ûÅ¾¡ø ²üÀ¼ìÜÊÂ ¿ý¨Á¸û:-

i. Å£ðÊüÌõ ÀûÇ¢ìÌõ µ÷ ¯È× À¡Äò¨¾ ²üÀÎòÐõ.ii. ¦Àü§È¡÷ìÌõ À¢û¨Ç¸ÙìÌõ ¾Ãõ Å¡öó¾ ¯È× ¦¿Õì¸ò¨¾ ²üÀÎòÐõ.iii. ¿õ À¢û¨Ç¸Ç¢ý º£Ã¡É ÅÇ÷îº¢ìÌõ º¢ÈôÀ¡É ±¾¢÷¸¡Äò¾¢üÌõ «ÊôÀ¨¼Â¡¸ «¨ÁÔõ.iv. ¦Àü§È¡¨Ã ¾Ì¾¢Ôõ ¾¢ÈÛõ Å¡öó¾ ¸øÅ¢ ÅÆ¢¸¡ðÊ¸Ç¡¸ ¯ÕÅ¡ìÌõ.v. À¢û¨Ç¸Ç¢¨¼§Â Á¸¢úîº¢ ¸Äó¾ ¦ÀÕÁ¢¾ ¯½÷¨Å ²üÀÎò¾¢ ÌÎõÀ Á¸¢úîº¢ìÌõ ±Øîº¢ìÌõ Å¢ò¾¢Îõ.


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Issue June 2012

The project PASS, also known as Parent Assuring Student Success, was successfully organized and conducted by Tamil Foundation Malaysia at Sekolah Jenis Kebangsaan (Tamil), Taman Melawati, Hulu Kelang, Selangor Darul Ehsan (SJK [T] Taman Melawati) between March and May 2012.

The introduction was conducted by none other than the program implementer himself, Mr. C.M. Elantamil on Tuesday, 6 March, 2012. SJK[T] Taman Melawati’s school Head Mistress, Madam Ponnamah was also present. Many parents were present to listen to this little known programme.

He explained that the programme comprised eight modules which were adopted from the “American - The Blacks” who are of African origin, and they developed it for the sake of their children’s future through education.

He also mentioned that Tamil Foundation Malaysia had decided to conduct this programme FOC with eighteen selected Tamil schools in Selangor state which stretches over an eight week period.

He cautioned all parents who wish to attend this programme should be prepared to sacrifice their weekends for duration of eight weeks. He also suggested that both parents (father and mother) are encouraged to attend this programme jointly to benefit th e most.

At the end of the session, all parents were impressed and convinced that the programme can be successfully implemented with a positive mindset for the success of their children. Many of them signed up immediately.

The first session was conducted by Mr. Kumaresan, a teacher from SMK Tengku Idris Klang, Selangor Darul Ehsan. The remaining modules were conducted by Mr. R. Saravanan.

Every week the programme started with an oath taking ceremony i.e. the PASSport to Success Ground Rules by all participants which ensured that the modules are conducted in an orderly manner and also developed a sense of belonging and understanding amongst the participants.

Official Closing Ceremony was held on Sunday, 6 May, 2012. It was officiated and closed by Tamil Foundation Malaysia’s PASS Assistant Director, Mr. Raaghavan Annamalai. SJK[T] Taman Melawati’s school Head Mistress, Madam Ponnamah was also present.

The ceremony was preceded with “Vaaltholi” by Mr. R. Saravanan. SJK[T] Taman Melawati’s PIBG Chairman, Mr. Sagasugom spoke on the importance of cooperation and collaboration by parents through Parent Teacher’s Association.

Some parents were invited to say a few words about the significance and impact of the programme on them, over the past eight weeks. They were namely, Ms. Chandra a/p Arumugam, Ms. Shiladewi a/p Ramaiyah, Mr. K. Elanchsegaran and Mr. Nalliah a/l Vellasamy.

As a whole, parents were satisfied and convinced that the programme had indeed imparted some additional knowledge and opened up their mindsets into a different perspective and they were confident that they too can assure their student’s success.

They also appreciated and applauded the Trainer, Mr. R. Saravanan for presenting the modules in a very simple and understandable manner. His approach was jovial and had a sense of humour throughout the whole module.

Mr. Raaghavan Annamalai, in his closing speech expressed his regret that although the programme had been successfully held, it had failed to meet the actual target group. All those who have participated in this programme are those of the above average who may have been going about doing some of the things highlighted in the modules and may just need some polishing.

He humbly requested the assistance of those present to help spread the news on the importance of the PASS programme to the target group and encourage them to come forward to benefit from it for the success and betterment of their children.

The Graduation Ceremony will be held on Sunday, 24 June, 2012 at Dewan Siswa, University Malaya, Kuala Lumpur.

Head Mistress, Madam Ponnamah, on behalf of all participants, had kindly presented a token of appreciation to Assistant Director, Mr. Raaghavan Anaamalai as well as to the Programme Trainer, Mr. R. Saravanan.

Last but not least, on behalf of all participants, I would like to take this opportunity to especially thank Tamil Foundation Malaysia for conducting this programme FOC for the benefit and advancement of the parents in particular and the community as a whole in reference to their children’s excellence through education.

The entire foundation’s family members and programme coordinators i.e. President - Mr C Pasupathy, Programme Coordinator - Mr CM Elantamil, Programme Translator - Mr CM Annathurai, Trainer – Mr R Saravanan deserve a salute and applaud for their initiative and good work.

I wish to also thank SJK[T] Taman Melawati’s school Head Mistress, Madam Ponnamah for the cooperation and support in allowing the programme to be conducted in the school premises and all others who may have helped in one way or another to make this programme a success.

The ceremony ended with a simple lunch sponsored by all participants.

Prepared on behalf of all the parents who participated in the programme as per Appendix A. Nalliah a/l Vellasamy, AMW, PPN, SBStJSun, 15 May 2012


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Photo Gallery


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Issue June 2012

Treat All the Schools in the National Education System Equally

Jiwi Kathaiah

The Malaysian Ministry of Education announced recently its intention to reform the National Education System and called for inputs from the stakeholders. It set up a National Education Advisory Council with Tan Sri Wan Mohd Zaid Mohd Noordin as its Chairman

This Council has since been holding sessions with the stakeholders throughout the country. On 16th June, 2012, five representatives of Gabungan Bertindak Malaysia (GBM), of which Tamil Foundation Malaysia is an affiliate, had a meeting with Tan Sri Wan Mohd Zaid Mohd Noordin at his office in Shah Alam.

At the meeting, Mr. Tan Yew Sing, President of The Kuala Lumpur and Selangor Chinese Assembly Hall (KLSCAH), who led the five member team of GBM, stated GBM’s case for the National Education Reform and presented its 21 page report on this matter to the Chairman, Tan Sri Wan Mohd Zaid Mohd Noordin. In addition, the other representatives also presented their views in respect of the need for reform in the education system relating to Islamic and Tamil schools.

During the discussion, it was agreed that additional proposals, if any, for the consideration of the National Education Advisory Council would be submitted.The Chairman Tan Sri Wan Zaid was then informed that The Kuala Lumpur and Selangor Chinese Assembly Hall (KLSCAH) and Tamil Foundation Malaysia would submit their specific proposals.

PROPOSALS OF TAMIL FOUNDATION MALAYSIA

Tamil Foundation Malaysia, which is committed to ensure that the National Education System truly reflects the aspirations of the people of Malaysia as the students coming within the System are the national assets, prepared its proposals for the reform of the education system, with particular reference to Tamil schools, and invited like-minded NGOs to hear their views.

The meeting with the NGOs was held at Wisma Tun Sambanthan, Kuala Lumpur on June 23, 2012. In a lively discussion by the participants lasting more than four hours, the proposals submitted by Tamil Foundation Malaysia were accepted with additions and deletions considered appropriate.

The following in bold letters are the proposals adopted at the meeting. Given along with it is the argument in support of it.

1. All Schools coming within the National Education System should be given Equal treatment and any discrimination as has been practised must be ended forthwith.

No sane minded person would ever say that the various language stream schools – the National schools, the Chinese schools and the Tamil schools - in our National Education System receive equal treatment in terms of capital grant and grant-in-aid and allocations for developments as provided for in the Malaysian Five Year Plans.

It shocks everyone, the parents, the students and any fair-minded person, when they come to know, for example, that of the RM4,837.3 million allocated for all primary schools in the 9th Malaysia Plan, National schools received RM4,598.2 million (95.06%), Chinese schools, RM174.33 millions (3.60%) and Tamil schools, RM64.8 millions (1.34%).

This is discrimination plain and simple, and that in violation of the Federal Constitution, Article 12 (1), which prohibits such discrimination.

Unlike the National schools, the Chinese and Tamils schools are also affected by poor infrastructures such as lack of new buildings for class rooms, computer laboratories, libraries and lack of adequate facilities such as toilets and playgrounds. Further, lack of trained teachers has been a perennial feature of these schools.

The so-called non-availability of land has become the mother of all excuses for not granting their rightful status to the Chinese and Tamil schools in the country.

The question that is asked and asked in utter disgust is why the National schools do not face such problems.The students in these schools like the students in the National schools are citizens of this country. Their duties to the country are the same, but their rights are not.

The students are aware and are being made aware that they are discriminated in their lives as students and their future is not going to be any better. This is not the right policy for the National Education System. Let there be equal treatment for every student and for every school in the country.

2. Pre-school education for every child must be provided.

Pre-school education is an integral part of the National Education System. It is no more a question whether pre-school education should be provided. It is a must for every child. But it is not available to all the children between the age of five and six in urban and rural areas.

Indian parents are gravely concerned over the non-availability of pre-school education for their children in the areas in which they live. They also realise that most of the Tamil schools in the country do not have the facilities for pre-school education and to them it is another act of discrimination.

Provision of pre-school education is part of the National Education System and it is provided for in the Education Act. It is a matter for the Minister in charge of Education and the administrators in the Ministry to institute necessary measures to make it available to every child between the age of five and six without any discrimination whatsoever. Malaysian Indians insist that this be done without any further delay.


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3. Study and institute measures to arrest student drop outs.

Student drop outs are a common problem in all schools in the National Education System. It became a matter of serious concern in the 1970’s and has remained so ever since. While it is a common phenomenon in all the schools, it has become an alarming matter in the Tamil schools as the students who dropped out contributed to social problems.

One of the main causes of drop outs is the socio-economic environments of the families of the students concerned. Added to this and the more serious cause is the conditions obtained in the schools, particularly the deplorable conditions obtained in the Tamil schools.

In a study it is pointed out that “the reality is that the children in Tamil schools do not enjoy the same facilities as other primary schools. The deplorable state of the buildings of Tamil schools has resulted in an inferior education which makes it impossible for Tamil school children to compete with the advantaged schools in preparing its pupils for secondary schools.”

What would be the quality of the product from this disadvantaged Tamil school? The Drop-Out Study of 1973 states plainly, “The outcome of this unequal schooling is an unequal product.”

While the students who dropped out were demonised, the Government did not institute measures strong enough to deal with and arrest the socio-economic problems faced by the parents. Further, the Government did not provide enough resources to the Tamil schools to change their deplorable

conditions, and make their environment more appealing to the students. The Government was advised to do so in 1973. The Study recommended that the “Government support should not go disproportionately to those already most advantaged. It should go to those most disadvantaged.” What do we see in the 9th Malaysia Plan allocations: the most advantaged National schools get 95.06 % of the total allocation of RM4,837.3 million and the most disadvantaged Tamil schools get the least, 1.34%? It begs the question do studies mean anything to the Government?

Nonetheless, since the Government intends to reform the National Education System, it must again carry out a serious study of the drop-out problems and institute effective measures to eliminate the causes that pave the way for the student drop-out in Tamil schools as well as in other schools. This must be done as a matter of utmost urgency.

4. Qualification for admission to public university: Matriculation or STPM?

In the National Education System the most disadvantaged students are Malaysian Indian students. The number of Indian students who gain admission to public universities is comparatively much lower than that of the others. This is an annual feature.

Currently the admission to universities is either through Matriculation or STPM. Not all the Indian students who possess the required passes in either Matriculation or STPM get selected. Year in, year out, there are students who cry their belly out. There are parents who mourn the discrimination they claim practised in the selections made. Things become more complicated when

politicians get themselves involved in matters of this nature which concerned only the universities and the Ministry of Education.

Look at the statement reported to have been made by MIC President Dato Sri G.Palanivelu: “The PM has also informed me that they will approve 1000 additional new places for Indian students pursuing matriculation courses. Two weeks ago the PM told me “I have already agreed”. Is a very big move, because many of our students miss out [sic] matriculation from the government institutions. So the government institution will also be giving out places to matriculation students. The private sector, i.e. the Binary University College will be funded by special scholarship fund which the government has set aside. So, many of our students have the opportunity to pursue matriculation courses and enter the local public and private sector universities.” (Malaysia Nanban, 24.06.2012)

The above certainly creates more confusion and uncertainty in the minds of all concerned. This must be avoided in the best interests of the students. The Ministry of Education must make the entire matter of Matriculation course and the STPM being the basis for admission to universities in a systematic manner and it must be done transparently.

It is further recommended that in due course the practice of having the Matriculation and the STPM as the basis for university admission be replaced with a single evaluation system.

5. Scholarships for all deserving students must be given and that should be done most transparently.

There is no dearth of scholarships in this country. But there is terrible discrimination in awarding scholarships. Race plays a major role in this matter. It is time that the students of this country are recognised as citizens of this country and not as members of this minority or that minority race. It must be borne in mind that in the discharge of their duties to the country the students irrespective of their races are counted as citizens, but when it comes to their rights they are identified in terms of their respective race and subjected to quota. This must come to an end.

Every student, irrespective of his or her race or religion, who qualifies for a scholarship must be given it as an entitlement. The entire process of awarding of scholarship must be re-examined and it must be transparent.

It is a fact of life that not every student is academically inclined. Student’s inclination must be identified and


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Issue June 2012

provision must be made for the student to proceed further in his or her chosen field.

To facilitate such option for the students, it is recommended that the Singapore system of streaming students into Express stream, Normal stream and Technical stream catering for the best academic students, for the average students and for the technically inclined students respectively be adopted. Such a system of streaming students will enable more students to qualify for scholarships in their chosen fields.

Even in doing this, the guiding principle must be transparency.

6. Teaching and learning must be creative oriented

The prime objective of teaching in schools should be geared to stimulate the minds of the students into creative thinking. They should be encouraged to think that they are part of a larger picture of multi-lingual, multi-cultural and multi-religious nation. In such teaching, there shall be no place Biro Tata Negara philosophy of the supremacy of one race and the indebtedness of all the other races living in this country to that one race.

7. It is the quality and not the race of the student that should determine his or her future.

“Do I have a reasonably fair future?” is the question that haunts the minds of a sizeable student population of this country. They have valid reasons for their fear. Some schools are National schools and some schools are National-type schools. So, they are not equals. One is superior and the other is inferior. This is the environment in which our students toil towards their future.

The reform that is being thought of should have no place for such an environment. The teachers and their students must be made to understand that their future depends solely not on their race but on their ability, interest and performance. That should be the basic tenets of teaching and learning in our schools.

8. Secondary Tamil school is needed.

Our National Education System provides for primary Tamil schools. There is an Indian Studies Department in the University of Malaya. But there is no secondary Tamil school. For all practical purposes, Tamil school education in this country ends in the primary schools.

The Tamil class said be conducted in the secondary National schools, to say the least, is not worth the trouble.

The growing need and the realisation that the Tamil primary schools are in need of teachers, who have acquired a better secondary Tamil education, call for the setting up of secondary Tamil schools in the country.

It is recommended that the Government do consider this proposal with all the seriousness it deserves.

9. National Schools need serious reform.

Sectarian and communal interests have defeated the purpose for which the National schools

were introduced. It is claimed that these days the National schools have become the schools for one race and one religion. As such the National schools have become a hindrance to the growth and development of a multi-lingual, multi-cultural and multi-religious nation.

This reform exercise must seek to reverse this trend in the National schools.

10. Change the label “National-type”.

The Education Act 1996, Section 28, empowers the Minister of Education to create “national schools” and “national-type schools”. By definition as provided for in the Act, they are the same. But in practice, the “national-type” schools (Chinese and Tamil schools) are treated as inferior to the National schools.

This labelling and the accompanying treatment of “national-type” schools as inferior to the National schools must be ended. To achieve this objective it is proposed that section 28 be amended accordingly.

Conclusion

These proposals were submitted to the National Education Advisory Council on the last day of June 2012. The Council was informed that these proposals reflected the minimum expectations of the Malaysian Indian community and that Tamil Foundation Malaysia was prepared to provide further inputs in order to facilitate the implementation of these proposals.

Tamil Foundation Malaysia also expressed its sincere hope that the National Education Advisory Council would give its due consideration and adopt the proposals presented for the reform of the National Education System.


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Issue June 2012

FORMATION OF APETSReport 1 from Dr N.Muniandy

A total of 40 LPS members from 17 Tamil schools in Perak including 12 PIBG and Headmasters attended a meeting on 24th Dec 2011 to form the Protem Committee for the formation of the ASSOCIATION OF PERAK TAMIL SCHOOLS BOARD OF GOVERNORS (APETS) , (PERSATUAN AHLI LEMBAGA PENGELOLA SEKOLAH TAMIL PERAK)Committee members were elected based on their representation from each of the 10 districts in Perak. APETS received the approval of its registration from Registrar of Societies on 23rd February 2012.

SOME ACHIEVEMENTS OF APETS

i) RELOCATION OF SJK(T) LDG HOLYROODA LPS comprising of concerned members from Taiping was formed at SJK(T) Ladang Holyrood. The LPS team later identified a strategic and suitable site for the relocation of SJK(T) Ladang Holyrood from Selama to Taman Kaya, Simpang Taiping. An allocation of RM 2.5 million for the new building has been announced by Deputy Prime Minister Tan Sri Muhyddin Yassin on 4 July 2011. ii) NEW SCHOOL AT SUNGAI SIPUTAPETS with EWRF Sungai Siput carried out a household survey to collect data on Indian population in Sungei Siput for the justification

of a new Tamil school to be established in Sungai Siput. A new site at Heawood Estate was identified and the Prime Minister Dato Sri Najib Tun Razak has made the announcement on 23 January 2012. iii) COMPUTER LABS.Working with various NGOs at National level, APETS has identified 5 schools in Perak for setting up a full-fledged computer lab. The project implementer (HYO Klang) is working with APETS in implementing this. Each school will be set up with 40 computers with internet facility. The cost of each class will be about RM100,000.00. The schools chosen include;

1. SJK(T) Methodist Buntong, Ipoh2. SJK(T) Ladang Klebang, Chemor3. SJK(T) St Theresa’s Convent, Taiping4. SJK(T) Ladang Desa Pinji, Ipoh.5. SJK(T) Bharathi, Hutan Melintang.

iv) SJK(T) LADANG DOVENBY GETS 4.5 ACRES LANDNegotiations by a few APETS Committee members with Mr Murugesan, MIC Secretary General together with NLFCS has resulted in the allocation of 4.5 acres of land to SJK(T) Ladang Dovenby.

No.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

LPS FORMED AT SCHOOL LEVEL

SJK(T) Cluny

SJK(T) Keruh

SJK(T) Gopeng

SJK(T) Ladang Sin Wah

SJK(T) Katoyang

LPS FORMS SUBMITTED TO JPN

SJK(T) Behrang River

SJK(T) Ladang Natesa Pillai,

SJK(T) Manickavasagam, Tg Malim

SJK(T) Ladang Changkat Salak

SJK(T) Ladang Chemor

SJK(T) Ladang Reyla

SJK(T) Ladang Kamatchy

SJK(T) Barathi H.Melintang

REGISTRATION ALREADY OBTAINED FROM JPN

SJK(T) Ldg Holyrood

SJK(T) Ldg Kota Lima

SJK(T) Gandhi Memorial

SJK(T) Ldg Chersonese

SJK(T) Tun Sambanthan, Bidor

SJK(T) Methodist Malim Nawar

SJK(T) St.Theresa Convent

SJK(T) Kampung Columbia

SJK(T) Desa Pinji

SJK(T) Ldg Changkat Kinding

SJK(T) Ldg Klebang

SJK(T) Thiruvalluvar T. Intan

SJK(T) Ldg Sungei Wangi

SJK(T) Methodist Buntong

COMMITTE MEMBERS OF APETS (From left A. Govindsamy, Ir. R. Selvaraja, R. Balu, S.Thiagarajan (Deputy President), Dato N. Marimuthu (President), Dr N. Muniandy (Secretary), M. Krishnasamy (Treasurer), M. Gnanamuthu. Absent; R. Ravendran, K. Nachimuthu, P. Letchumanan, K. Lathmana, Shanmuganathan.


28

Issue June 2012

Certificate Received

FORMATION OF SCHOOL BOARDS LPS Progress Since

October 2011

School NameSJKT DengkilSJKT Tepi SungaiSJKT BraunstonSJKT SerdangSJKT Taman MelawatiSJKT Pulau Carey Barat SJKT PJS 1 (T.S.Manickavasagam)SJKT BangsarSJKT CherasSJKT Ladang Changkat SalakSJKT Tun SambanthanSJKT Ladang ChemorSJKT Methodist Malim NawarSJKT St.Theresa ConventSJKT Kampung ColumbiaSJKT Behrang RiverSJKT Ladang Natesa Pillai,SJKT Manickavasagam, Tg MalimSJKT Ladang Reyla

StateSelangorSelangorSelangorSelangorSelangorSelangorSelangorKuala LumpurKuala LumpurPerakPerakPerakPerakPerakPerakPerakPerakPerakPerak

No.12345678910111213141516171819

202122232425262728293031323334353637

SJKT Ladang KamatchySJKT Barathi H.MelintangSJKT Mount AstinSJKT Ldg. VoulesSJKT Ldg. Tun Dr. IsmailSJKT Ldg Bukit SerampangSJKT Ldg TupahSJKT Sg Tok PawangSJKT Kuala MudaSJKT Ldg Batang BenarSJKT Ldg St.HeilerSJKT Ldg Sg.KelamahSJKT MukundanSJKT Desa CempakaSJKT Ldg KubangSJKT Ldg Sg BalingSJKT Port DicksonSJKT Ldg Batu Hampar

PerakPerakJohorJohorJohorJohorKedahKedahKedahNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg Sembilan

StateSelangorPahangPenangPahangKelantanSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorSelangorKedahKedahKedahKedah

No.123456789101112131415161718192021222324

School NameSJKT Batu Arang SJKT LanchangSJKT Ladang ValdorSJKT Ldg JeramSJKT Pasir GajahSJKT Ladang ButeSJKT SepangSJKT West Country BaratSJKT B.B Salak TinggiSJKT VallambrosaSJKT EmeraldSJKT Ldg Batu AmpatSJKT Jalan Tepi SungaiSJKT Ladang MarySJKT Sg.RambaiSJKT Bukit Rotan BaruSJKT BangiSJKT Sg.RenggamSJKT SeaportSJKT Bukit BeruntungSJKT ChanglunSJKT Sungai VictoriaSJKT Sg DinginSJKT Ldg Bukit Sembilan

252627282930313233343536373839404142434445464748

SJKT Ldg.Sungai SalakSJKT Ldg.LenggengSJKT Lorong JavaSJKT Ldg BertamSJKT Ldg Shangkai SBNSJKT Bdr. SpringhillSJKT Ldg. St. HelierSJKT Ldg. Sg. SabalingSJKT Ldg ChembongSJKT Ldg. Sialang SJK(T) Ldg HolyroodSJK(T) Ldg Kota LimaSJK(T) Gandhi MemorialSJK(T) Ldg ChersoneseSJK(T) Desa PinjiSJK(T) Ldg Changkat KindingSJK(T) Ldg klebangSJK(T) Thiruvalluvar T. IntanSJK(T) Ldg Sungei WangiSJK(T) Methodist BuntongSJKT Mak Mandin SJKT Ladang Pasir Gajah SJKT Ldg SendayanSJKT Ldg Atherton

Ng SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanPerakPerakPerakPerakPerakPerakPerakPerakPerakPerakPenangKelantanNg SembilanNg Sembilan

495051525354555657585960616263646566676869707172

SJKT Ldg SungalaSJKT SenamaSJKT Ldg GeddesSJKT Ldg SialangSJKT Ldg PertangSJKT Ldg KelpinSJKT Ldg RepahSJKT Batang BenarSJKT Ladang SenawangSJKT Ldg MiddletonSJKT Ldg CairoSJKT Ldg SaggaSJKT Ldg LinsumSJKT Ldg Tampin LinggiSJKT RantauSJKT Ldg RegentSJKT Ldg Jeram PadangSJKT Ldg JuassehSJKT Ldg Air HitamSJKT BarathySJKT Ldg.BuduSJKT Ldg.KarmenSJKT Ladang Ijok, SelangorSJKT Ladang Jeram

Ng SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanNg SembilanKedahPahangPahangSelangorSelangor

Certificate Pending


29

Issue June 2012

TAMIL SCHOOL LAND APPLICATION – An Introduction

By G. Mathan Raj

Malaysian education system has seen veritable developments and achievements, yet vernacular schools particularly Tamil schools failed to be part of it. One of the main factors which contribute to this failure is inadequate infrastructure and lack of basic facilities.

Before our independence, Tamil schools were set up in rural areas (i.e. estates) and were managed by estate owners. As time progressed, Malaysia became more industrialised, and estate lands were converted into commercial and residential lands. The Tamil schools which were initially there were compromised to either remain, relocate or to close. The school land was not transferred legally from the estate management or from a private owner to an authorised school board called LPS. As time forwards, the schools’ land area started to shrink year by year due to upcoming highway projects, residential and commercial projects, and even due to personal interest of some politicians. As a result of this, most of the Tamil schools now remain undersized!

Moving back to Malaysian education system, there are 9,996 schools of which 7,714 are primary schools and 2,282 are secondary schools. Out of 7,714 primary schools, 523 are Tamil Schools. These schools can be divided into two categories; Government Schools (Sekolah Bantuan Penuh) and Partially Aided Schools (Sekolah Bantuan Kerajaan). 371 Tamil schools fall into the second category. In brief, a government school gets all their expenses fully covered by the government, whilst the partially aided school gets only partial assistance from government (i.e. expenditure of building a new block only). The land of Partially Aided Schools, are mostly owned by private owners.

In September 2011, as an effort was made to apply for land titles for 61 Partially Aided Tamil Schools in Selangor. Tamil Foundation Malaysia and Selangor State Government selected 20 schools to start with. As a result of productive meetings with Selangor State Land Offices and Kementerian Pelajaran Malaysia, Tamil Foundation prepared a standard manual on land application procedures.

Formation of LPS

Firstly, the respective school must form a governing body called School Governance Board or Lembaga Pengelola Sekolah (LPS). LPS is an intermediate body between PIBG, Old Boys Association, Government Bodies and NGOs. The School Governance Board (LPS) plays an important role in maintaining and expanding infrastructures under the schools’ territory. Under the Education Act 1996 (ACT 550), Part IV, Chapter 11, Clause 53; every educational institution shall have an instrument of government. The Governance Board (LPS) comprises a team of 12 to 15 members from PIBG, Old Boys Association, Government Bodies, NGOs and Trustees whom must be registered under the State Education Department (Jabatan Pelajaran Negeri).

Land Application

Secondly, LPS must obtain Jadual 1 (Borang Pemberimilikan) from their respective district land office. Along with Jadual 1, the following documents must be attached:

- Trustees IC copy- LPS member list- Trust Deed (between Trustees and LPS board)- Certified Plan Layout of the school

Thirdly, the documents as above must be compiled and submitted to the land office. The following action will be taken by the land office authorities. The flow chart below gives a general look of the overall process.

The land application is truly a huge task yet it is achievable and it needs prompt actions and endless support from LPS members, Head Masters and Teachers, State EXCOs and NGOs. Our team remains optimistic that this enormous effort will be a huge stepping stone for a bright future of Tamil schools in Malaysia.

Lastly, something to ponder: The United Chinese School Committees Association of Malaysia (UCSCAM, the Association of Chinese School Teachers and Trustees) also known as the Dong Jiao Zong was formed way before Malaysia obtained its Independence, in 1950. This body coordinates Chinese school’s curriculum and tackles all issues pertaining to Chinese schools. We need to learn from the Chinese and we definitely would need a Dong Jiao Zong like association to preserve our Tamil Schools! Tamil Foundation Malaysia is such a similar association to safeguard and preserve the Tamil schools in Malaysia.

Form LEMBAGAPENGELOLA SEKOLAH (LPS)

Register LPS @JABATAN PELAJARAN NEGERI

Obtain JADUAL 1 from Land Office and submit together with :-

o Trustees IC copy o LPS member list o Trust Deed (between Trustees and LPS Board) o Certified Plan Layout of the school

File sent to State EXCOMeeting for approval

Land Officers visit to school

District Land Office prepares report and file sent to Pejabat Tanah dan Galian Negeri

( 1 month )

( 2 month )

( 2 month )

LAND APPLICATION PROCEDURE FLOW CHART


30

Issue June 2012

MALAYSIAN EDUCATION SYSTEM REFORM 2012PROPOSALS FROM

TAMIL FOUNDATION MALAYSIA (First Draft)

Introduction

The Malaysian Ministry of Education announced recently its intention to reform the National Education System and called for inputs from the stakeholders. It set up a National Education Advisory Council with Tan Sri Wan Mohd Zaid Mohd Noordin as its Chairman.

This Council has since been holding sessions with the stakeholders throughout the country. On 16th June, 2012, five representatives of Gabungan Bertindak Malaysia (GBM), an NGO, comprising 27 affiliates, including Tamil Foundation Malaysia, that is “united and committed to the goal of addressing the critical issues and challenges facing 21st Century Malaysia”, had a meeting with Tan Sri Wan Mohd Zaid Mohd Noordin at his office in Shah Alam.

At the meeting, Mr. Tan Yew Sing, President of The Kuala Lumpur and Selangor Chinese Assembly Hall, who led the five member team of GBM, stated GBM’s case for the National Education Reform and presented its 21 page report on this matter to the Chairman, Tan Sri Wan Mohd Zaid Mohd Noordin. In addition, the other representatives also presented their views in respect of the need for reform in the education system relating to Islamic and Tamil schools.

During the discussion, Tan Sri Wan Zaid advised the representatives to submit to him before the end of June additional proposals, if any, for the consideration of the National Education Advisory Council.

The Chairman Tan Sri Wan Zaid was then informed that The Kuala Lumpur and Selangor Chinese Assembly Hall and Tamil Foundation Malaysia would submit their specific proposals.

PROPOSALS OF TAMIL FOUNDATION MALAYSIA

Tamil Foundation Malaysia, a non-profit oriented NGO truly committed to the protection and promotion of Tamil language and Tamil schools and equally committed to ensure that the National Education System truly reflects the aspirations of the people of Malaysia as the students coming within the System are the national assets, held consultations with like-minded NGOs on its proposals for the reform of the education system, with particular reference to Tamil schools, their students and their needs.

The Proposals are as follows:

1. All Schools coming within the National Education System should be given Equal treatment and any discrimination as has been practised must be ended forthwith.

No sane minded person would ever say that the various language stream schools – the National schools, the Chinese schools and the Tamil schools - in our National Education System receive equal treatment in terms of capital grant and grant-in-aid and allocations for developments as provided for in the Malaysian Five Year Plans.

It shocks everyone, the parents, the students and any fair-minded person, when they come to know, for example, that of the RM4,837.3 million allocated for all primary schools in the 9th Malaysia Plan, National schools received RM4,598.2 millions (95.06%), Chinese schools, RM174.33 millions (3.60%) and Tamil schools, RM64.8 millions (1.34%).

This is discrimination plain and simple, and that in violation of the Federal Constitution, Article 12 (1), which prohibits such discrimination.

Unlike the National schools, the Chinese and Tamils schools are also affected by poor infrastructures such as lack of new

buildings for class rooms, computer laboratories, libraries and lack of adequate facilities such as toilets and playgrounds.

Further, lack of trained teachers has been a perennial feature of these schools.

The so-called non-availability of land has become the mother of all excuses for not granting their rightful status to the Chinese and Tamil schools in the country.

The question that is asked and asked in utter disgust is why the National schools do not face such problems.

The students in these schools like the students in the National schools are citizens of this country. Their duties to the country are the same, but their rights are not.

The students are aware and are being made aware that they are discriminated in their lives as students and their future is not going to be any better. This is not the right policy for the National education system. Let there be equal treatment for every student and for every school in the country.

2. Pre-school education for every child must be provided.

Pre-school education is an integral part of the National Education System. It is no more a question whether pre-school education should be provided. It is a must for every child. But it is not available to all the children between the age of five and six in urban and rural areas.

Indian parents are gravely concerned over the non-availability of pre-education for their children in the areas in which they live.

They also realise that most of the Tamil schools in the country do not have the facilities for pre-school education and to them it is another act of discrimination.


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Issue June 2012

Provision of pre-school education is part of the National Education System and it is provided for the Education Act. It is a matter for the Minister in charge of Education and the administrators in the Ministry to institute necessary measures to make it available to every child between the age of five and six without any discrimination whatsoever. Malaysian Indians insist that this be done without any further delay.

3. Study and institute measures to arrest student drop outs.

Student drop outs are a common problem in all schools in the National Education System. It became a matter of serious concern in the 1970 and has remained so ever since. While it is a common phenomenon in all the schools, it has become an alarming matter in the Tamil schools as the students who dropped out created social problems.

One of the main causes of drop outs is the socio-economic environments of the families of the students concerned. Added to this and the more serious cause is the conditions obtained in the schools, particularly the deplorable conditions obtained in the Tamil schools.

In a study it is pointed out that “the reality is that the children in Tamil schools do not enjoy the same facilities as other primary schools. The deplorable state of the buildings of Tamil schools has resulted in an inferior education which makes it impossible for Tamil school children to compete with the advantaged schools in preparing its pupils for secondary schools.”

What would be the quality of the product from this disadvantaged Tamil school? The Drop-Out Study of 1973 states plainly, “The outcome of this unequal schooling is an unequal product.”

While the students who dropped out were demonised, the Government did not institute measures strong enough to deal with and arrest the socio-economic problems faced by the parents. Further, the Government did not provide enough resources to the Tamil schools to change their deplorable conditions, and make their environment more appealing to the students. The Government was advised to do so in 1973. The Study recommended, “Government support should not go disproportionately to those already

most advantaged. It should go to those most disadvantaged.” What do we see in the 9th Malaysia Plan allocations: the most advantaged National schools get 95.06 % of the total allocation of RM4,837.3 millions and the most disadvantaged Tamil schools get the least, 1.34%? It begs the question. Do studies mean anything to the Government?

Nonetheless, since the Government intends to reform the National Education System, it must again carry out a serious study of the drop-out problems and institute effective measures to eliminate the causes that pave the way for the student drop-out in Tamil schools as well as in other schools. This must be done as a matter of utmost urgency.

4. Qualification for admission to public university: Matriculation or STPM?

In the National Education System the most disadvantaged students are Malaysian Indian students. The number of Indian students who gain admission to public universities is comparatively much lower than that of the others. This is an annual feature.

The admission to universities is either through Matriculation or STPM. Not all the Indian students who possess the required passes in either Matriculation or STPM get selected. Year in, year out, there are students who cry their belly out. There are parents who mourn the discrimination they claim practised in the selections made. Things become more complicated when politicians get themselves involved in matters of this nature which concerned only the universities and the Ministry of Education.

Look at the statement reported to have been made by MIC President Dato G.Palanivelu:

“The PM has also informed me that they will approve 1000 additional new places for Indian students pursuing matriculation courses. Two weeks ago the PM told me “I have already agreed”. Is a very big move, because many of our students mis out [sic] matriculation from the government institutions. So the government institution will also be giving out places to matriculation students. The private sector, that is the Binary University College will be funded by special scholarship fund which the government has set aside. So, many of our students has opportunity to pursue matriculation

course and enter the local and private sector universities, public and private sector universities.” (Malaysia Nanban, 24.06.2012)

The above certainly creates more confusion and uncertainty in the minds of all concerned. This must be avoided in the best interests of the students. The Ministry of Education must make the entire matter of Matriculation course and the STPM being the basis for admission to universities in a systematic manner and it must be done transparently.

It is further recommended that in due course the practice of having the Matriculation and the STPM as the basis for university admission be replaced with a single evaluation system.

5. Scholarships for all deserving students must be given and that should be done most transparently.

There is no dearth of scholarships in this country. But there is terrible discrimination in awarding scholarships. Race plays a major role in this matter. It is time that the students of this country are recognised as citizens of this country and not as members of this minority or that minority race. It must be borne in mind that in the discharge of their duties to the country the students irrespective of their races are counted as citizens, but when it comes to their rights they are identified in terms of their respective race and subjected to quota. This must come to an end.

Every student, irrespective of his or her race or religion, who qualifies for a scholarship must be given it as an entitlement. The entire process of awarding of scholarship must be transparent.

It is a fact of life that not every student is academically inclined. Student’s inclination must be identified and provision must be made for the student to proceed further in his or her chosen field.

To facilitate such option for the students, it is recommended that the Singapore system of streaming students into Express stream, Normal stream and Technical stream catering for the best academic students, for the average students and for the technically inclined students respectively be adopted.

Even in doing this, the guiding principle must be transparency.


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Issue June 2012

6. Teaching and learning must be creative oriented

The prime objective of teaching in schools should be geared to stimulate the minds of the students into creative thinking. They should be encouraged to think that they are part of a larger picture of multi-lingual, multi-cultural and multi-religious nation. In such teaching, there shall be no place Biro Tata Negara philosophy of the supremacy of one race and the indebtedness of all the other races living in this country to that one race.

7. It is the quality and not the race of the student that should determine his or her future.

“Do I have a reasonably fair future?” is the question that haunts the minds of a sizeable student population of this country. They have valid reasons for their fear. Some schools are National schools and some schools are National-type schools. So, they are not equals. One is superior and the other is inferior. This is the environment in which our student population toils towards their future.

The reform that is being thought of should have no place for such an environment.

The teachers and their students must be made to understand that their future depends solely not on their race but on their ability, interest and performance. That should be the basic tenets of teaching and learning in our schools.

8. Secondary Tamil school is needed.

Our National Education System provides for primary Tamil schools. There is an Indian Studies Department in the University of Malaya. But there is no secondary Tamil school. For all practical purposes, Tamil school education in this country ends in the primary schools.

The Tamil class said be conducted in the secondary National schools is, to say the least, not worth the trouble.

The growing need and the realisation that the Tamil primary schools are in need of teachers, who have acquired a better secondary Tamil education, call for the setting up of secondary Tamil schools in the country.

It is recommended that the Government do consider this proposal with all the seriousness it deserves.

9. National Schools need serious reform.

Sectarian and communal interests have defeated the purpose for which the National schools were introduced. It is claimed that these days the National schools have become the schools for one race and one religion. As such the National schools have become a hindrance to the growth

and development of a multi-lingual, multi-cultural and multi-religious nation.

This reform exercise must seek to reverse this trend in the National schools.

10. Change the label “National-type.

The Education Act 1996, section 28, empowers the Minister of Education to create “national schools” and “national-type schools. By definition as provided for in the Act, they are the same. But in practice, the “national-type” schools (Chinese and Tamil schools) are treated as inferior to the National schools.

This labelling and treatment must be ended. It is proposed that section 28 be amended accordingly.

Conclusion

These proposals reflect the minimum expectations of the Malaysian Indian community. Tamil Foundation Malaysia is prepared to provide further inputs in order to facilitate the implementation of these proposals.

Tamil Foundation Malaysia sincerely hopes that the National Education Advisory Council will give its due consideration and adopt the proposals presented for the reform of the National Education System.


33

Issue June 2012

PIO Fest (Batu Caves)

20 – 22 April 2012

The Global Organisation of People of Indian Origin (GOPIO) organised a PIO Fest at Batu Caves in conjunction with the 11th GOPIO Convention 2012 which was held in Kuala Lumpur recently.

The Selangor State Government took 3 booths to highlight the NGOs that have been actively contributing to the Indian community through their respective projects for our Indian students in both the primary and secondary schools.

The participating NGOs were Tamil Foundation Malaysia (TF), Education Welfare and Research Foundation (EWRF), CHILD, HYO Port Klang, Nexus and Malaysian Indian Science Intellectuals (MISI).

Our booths featured a good spread of all the NGO’s projects. Science activities, games and computer generated games were conducted to draw the attentions of the crowd. Alas! There was not much of a crowd to draw. There was also cultural performance during the 3 days to entertain the crowd. A lot of booths taken up by local business people were promoting their products. The event was rather limp and did not bring in the expected crowd, resulting in wasted efforts and funds towards the booths. Hope for better arrangement next time.

Jokes


34

Issue June 2012

Vokasional School


35

Issue June 2012

crossword puzzle

Sudoko


36

Issue June 2012

Executive Committee :President Mr Pasupathi Sithamparam

Deputy President Mr C.M. Thiraviam Maruthai

Vice President 1 Mr Elanjelian Venugopal

Vice President 2 Mr.Raghavan Annamalai

Vice President 3 Mr Chandrasekaran Krishnan

Secretary General Mr Kaneswaran Sinnakalai

Deputy Secretary General Mr Navarajan Subramaniam

Treasurer General Mr Loganathan Govindasamy

Deputy Treasurer General Mr Subramaniam Poomali

Committee Members : Mr YB. Manogaran Marimuthu Mr Uthayasoorian KalimuthuMr Mannar Mannan MaruthaiMr Arumugam KalimuthuMr Jiwi KathaiahMs Usharani SarkunaveluMr Pon Rangan MarithaiMr Subramaniam RamasamyMr Karunakaran SubramaniamMr V. K. ReguMr S.ThirunavukkarasuMr Varatharajan AnnamalaiDr. Jayaseelan MarimuthuMr Anpalagan MuruganMr Nedumcherian MunusamyMr Selvajothi RamalingamDr Jeyraj SelvarajDr BalasubramaniamDr Muniandy NarasimanMr Kennedy SolomonMr Rajalingam Subbayan

Advisors :Dato’ Dr Tamil Selvan Muthusamy

Internal Auditors:Mr N. Subramaniam Mdm Thangeswary

Editor:Ms S. Usharani

Tamil Foundation MalaysiaNo. 3, Jalan Yap Ah Shak,50300 Kuala LumpurTel : 603-2692 6533Fax : 603-2692 6758www.tamilfoundation.orge-mail : [email protected]

Editor note

(for members only) a note from the president · thisaigal newsletter 3 issue june 2012 fund raising...

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