COME 2010, the Education Ministry will embark on yet another ambitious project by introducing a new curriculum for primary schools where the emphasis will be on school-based assessment.

It has been argued that too much importance has been placed on examinations and that pupils — and parents — were only concerned about scoring As in public examinations, thus ignoring the holistic development of a child.

It has also been noted that many people have little interest in co-curricular activities and other aspects of child development. Teachers, parents and pupils cannot be entirely blamed because it is rare for people to look beyond academic excellence.

Now, with the impending implementation of a new curriculum for primary schools, much will be expected of teachers, although they are already burdened with so much administrative work on top of their teaching duties.

The new curriculum will definitely put a lot of pressure and strain on teachers because the (new) burden of assessment will also be borne by them. As a teacher of 26 years’ standing, I like to think that teachers would be able to face this new challenge, but if they are forced to work under the same conditions and environment as before, I doubt they will be able to give their best.

It is also always argued that a teacher’s job is to teach. Well, teach we will, but piling on more paperwork is something that needs to be considered carefully.

It is expected that with more emphasis being given to school-based assessment, pupils will be assessed more holistically in terms of academic, co-curricular activities, attitude, aptitude, discipline and other humanitarian values. It will be a giant task for teachers to fully implement and address the needs of the new curriculum.

The point I would like to stress is that teachers involved in the new curriculum should be given enough time and space to fulfil the aspirations of the curriculum. We should look at the logistics problem, too.

At the moment, most classrooms have an average of 30-40 pupils, a density that prevents teachers from giving individual attention to students. Even under the present Kurikulum Bersepadu Sekolah Rendah, the classes are considered big, what more with the intended new curriculum.

With increasing paperwork — probably three times what teachers are handling now — they will have to shoulder more responsibilities.

The ministry should find ways to reduce the size of the classes, ideally to no more than 20 pupils per classroom. To lessen the burden of the teachers and to ensure all policies are implemented fairly, the ratio of teachers to students should be re-evaluated.

The class teacher should have an assistant to help with the new paperwork anticipated. While the class or subject teachers carry on with their daily work, the assistant teacher can help administer the time-consuming paperwork.

If teachers’ working conditions are not seriously addressed, I believe this will only bring more harm than good. Hard-pressed for time and pressured into delivering the demands of the new curriculum, teachers will definitely be forced to take short-cuts.

When teachers are placed in a difficult situation, pressed for time and yet expected to produce results, abuse of the system will arise.

The only way to reduce or eliminate this abuse would be to lessen the burden of the teacher. Appointing an assistant teacher or helper would enable teachers to concentrate on what they know best — teaching.

The ministry should be lauded for looking into ways and means of enhancing the education system but all these will just remain dreams if the teachers’ working conditions are not improved.

Source: NST – October 7, 2008