dan masuk ke Pejabat Pendidikan Daerah,
satu haram aku tak faham pasal program LINUS ni.
Padaku ia macam program2 kerajaan yang lain jugak.
Nak menghabiskan duit rakyat sahaja.
Tapi bila aku dah study sikit2
dan wife beritahu serba-sedikit kerja2 dia,
aku rasa ini satu program kerajaan yang sangat baik.
Kerajaan nak pastikan kadar buta huruf sifar menjelang 2012.
Kerajaan nak pastikan semua murid boleh membaca dan mengira.
Itu kerja wife aku.
Hari2 kena melawat sekolah2 yang bermasalah.
Nak kerah gurubesar, cikgu, ibubapa dan murid
supaya peka dengan dasar kerajaan
dan tahu apa yang perlu dibuat.
Buat masa ini sekolah2 memberi kerjasama penuh.
Cuma nak dapatkan surat daripada doktor2 kerajaan agak susah.
MO biasa tak berani nak tulis surat pengesahan.
Semua nak kena rujuk ke klinik pakar di JB.
Nak dapat appointment susah jugak.
Nak suruh ibubapa hadir appointment lagi susah.
Juga susah nak meyakinkan ibubapa
bahawa anak mereka mempunyai masalah pembelajaran.
Ramai yang ego dan malu menerima hakikat.
LINUS moving on the right track
By Noel Chang
PUTRAJAYA: The Literacy and Numeracy (LINUS) programme, which was introduced as a focus area of the Education National Key Results Area (NKRA) of the Government Transformation Programme (GTP), aims to provide a strong foundation in basic literacy and numeracy skills within the first three years of primary school education for all Malaysian children.
The programme conducts a screening process three times a year to identify students who face difficulties in reading, writing and basic arithmetic. They are then enrolled in either a LINUS-dedicated remedial class to improve their performance or a Special Education programme for those that have learning disabilities. This approach has been designed to quickly identify problems at the early stage and rectify them before the students fall behind their peers.
In 2010, the programme aimed to achieve both literacy and numeracy rates of 90% for the then-Primary 1 students. While the literacy target fell short by 5%, the numeracy target exceeded the original aim with a 91% rate.
This year, the Primary 2 students have been set an increased target of 95 percent literacy and numeracy, while the current Primary 1 students must continue to uphold the strong results of 90% set for their cohort this year.
To date, based on the 2 screenings done in March and June, Primary 2 students have already exceeded their 95% target, with a 95% for literacy rate and 97% for numeracy rate in the second screening. Primary 1 students have also shown some strong improvements, achieving a literacy rate of 83% and a numeracy rate of 97%.
Based on these figures, the objective to achieve 100% literacy and numeracy rate among Primary 3 students by 2012 is right on track.
Linus to focus on child education
By JOSHUA FOONG
BASIC literacy and numeracy skills after three years of education by all Malaysian children is the aim of the Literacy and Numeracy (Linus) programme, a particular focus area of the Education National Key Results Area (NKRA).
Under Linus, literacy is defined as the ability to read, write and understand words and simple and complex sentences in Bahasa Malaysia and to apply that knowledge in daily learning and communication.
Meanwhile, numeracy is the ability to read, write, count and arrange numbers up to 1,000, be competent in mathematical operations of addition, subtraction, multiplication and division, and to apply these in money, time and length operations.
Linus involves a screening process, which is conducted three times a year in March, June and September to identify those who do not meet the relevant standards. These students would be placed into either Linus-dedicated classes to improve their performance or a Special Education programme if they have learning disabilities.
In Linus classes, remedial teachers and programme facilitators coach these students before resuming regular classes after they meet acceptable standards. Under the Linus programme, the literacy and numeracy rate target for 2010 is 90% while 2011 is at 95% and 2012 is at 100%. For 2010, the Education NKRA has achieved 85% literacy rate and 91% numeracy rate.
Based of these results, Deputy Education Minister Datuk Dr Wee Ka Siong said that the objective to achieve 100% literacy and numeracy rate among primary school students by 2012 is on track. “Based on the figures we are getting, it’s safe to say we are on track to achieving the intended target,” he said recently.
Wee said that Linus was vital for teachers to be able to point a child’s learning challenges in the right direction. Education Ministry deputy director-general (Education Operations) Datuk Noor Rezan Bapoo Hashim also said that studies by the ministry revealed that an inability to cope with the syllabus contributed to students dropping out and this made Linus important as problems are identified early.
Describing Linus as the ministry’s biggest challenge in the Education NKRA, Noor Rezan said there were teething problems at the initial stage and the ministry had to act quickly with corrective measures.
“We sent officials from the district education departments to see whether the schools were doing things right and we found that some were not following procedures.
“They were not placing the weaker students in another class to be coached by a remedial teacher and even when they did so, the time was insufficient.
“You can’t follow the Linus module for 15 minutes and put these students into regular classes as they will lag further behind,’’ she said.
Noor Rezan added that show cause letters were issued to the heads of the respective schools and they had to reply within 14 days. Most of the heads apologised and promised to improve while others said that they received misleading information on how to apply Linus.
The ministry has concluded that the 5% shortfall in the achievement of the literacy rate target (the 2010 target was 90%) was due to lack of support to students with learning disabilities and students in vernacular schools, Orang Asli schools and schools in remote areas, especially in Sabah and Sarawak.
The students were facing difficulties in meeting requisite literacy standards. The lesson learned is to provide more support, for example, by posting additional remedial or Linus teachers to these schools and/or coaching the Linus teachers to identify specific issues faced by the schools.
The ministry also noted that children with learning disabilities were not identified quickly enough due to shortage of nurses and/or medical officers with expertise to identify learning disabilities. This year the ministry will be in discussion with the Health Ministry to identify a system by which children with learning disabilities can be quickly identified and placed in special education classes.