LETTERS: I REFER to the uplifting report, "Two Malaysian schools made the shortlist for World's Best School Prizes" (NST, June 9) and congratulate SK Kempadang in Kuantan, Pahang, and SMK Kampong Jawa in Klang, Selangor, for having been recognised for their stellar efforts during the Covid-19 pandemic.
This accolade may have come as a surprise to many, given the constant bombardment of negative reports about education in our country.
In reading why the two schools were selected, however, it is evident that their innovative approaches reflect evidence-based best practices in education. For example:
1. SMK Kampong Jawa's School Trust Programme reflects the principles of community schooling, where schools do not operate as isolated institutions but work with communities, businesses, non-governmental organisations and experts to provide input and resources to schools.
In the United States, for example, schools partner with local organisations who mentor students on field-based projects tailored to the interests of students.
This student-centred, community-supported approach has had tremendous results in re-engaging students who were deemed as a "lost cause" by mainstream schools.
2. The schools use of lesson plans tailored to students is long overdue in the education system. It addresses the learning needs of each student.
This is desperately needed to reverse the trends of disengagement and dropouts, especially among secondary school students.
3. Having counselling teachers make home visits to meet parents is critical for building networks of support for student learning.
This outreach sends a message to parents and students that education is valued, and that teachers care about them.
Personalised academic and psychosocial support mechanisms are critical to ensure that students do not fall behind in their learning.
4. Designing classes, whether online or face to face, to maximise opportunities for collaborative learning and peer support helps to build student engagement in learning.
Research conducted by Universiti Putra Malaysia has shown that a school environments and student engagement are a grossly neglected facet of the education system, despite their centrality in the research literature on successful student outcomes.
In our study on minority students in secondary schools, we found that emotional support from teachers along with peer support (from one's own race as well as other races) play an important role in creating a safe and engaging learning environment for students.
This can lead to greater student investment in learning, improved academic results, and improved inter-ethnic relations.
While many will jump to the conclusion that it was technological innovations that made the difference for these schools, it is important that the underlying principles and core practices of what they did are not overlooked.
The use of data-driven personalised learning, employing a whole school or community approach to support students, creating engaging, collaborative classroom learning environments, and having school leaders and teachers who are committed to the education of every child, are important principles that we can take away from the success of these two schools.
Most important is the concern and dedication that drove the initiatives, which can never be replaced by technology.
Technology is only a tool. Its effectiveness only goes so far as the intention and application of the one using it.
Education can be transformational when it taps into not only the cognitive aspects of learning, but also students' need to feel supported, encouraged and inspired.
In an overly technical world, we seem to have lost this realisation.
In the success of SK Kempadang and SMK Kampong Jawa lies important lessons for parents, teachers, educational leaders and policy makers.
We must harness and build on them for the betterment of our students and the nation's future.
PROFESSOR DR ABD LATEEF KRAUSS ABDULLAH
Faculty of Educational Studies
Institute for Social Science Studies
Universiti Putra Malaysia
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times