Topic: HOSPITAL ISLAM
As an ex-lecturer at one of the medical schools in
(1984-1997), I taught medical students during their first year at the
The matriculation was initially introduced with all the noble intentions
of the NEP and it was for the duration of two academic years, equivalent
to that of STPM. Over the years, the matriculation period was reduced to
one academic year (I can't remember exactly why).
We (the lecturers) began to notice the difference in the quality of the
students - between those coming from the STPM (mainly non-bumis) and those
coming from the matriculation system (the bumis).
Although the students from matriculation were also the cream of the bumi
students, in general they could not fare as well as the non-bumis. No
matter how hard the lecturers try to coax (sometime to the extent of spoon
feeding) and motivate them, we could see the difference.
Even when answering essay questions in Bahasa
fared better. I could tell the difference in the script.
Students coming after STPM are more mature, resilient, confident,
independent, self-directed, motivated and with high self-esteem. The
students from matriculation are hardworking and also motivated but
something is amiss with their pre-university education i.e during
They seem to be not fully ready for university life and academic
expectations. I am not saying that all matriculation students are like
this.. The majority of top 10 students are still bumi students but in
general, perhaps the bottom 50 percent are also from matriculation.
Of course, when I was still employed there, we lecturers do give our input
to the powers-that-be in the university. We even suggested doing away with
the matriculation and have one university entry examination.
We were told it was not for us to decide, the politicians are the ones who
make the decisions. Try talking to rational, farsighted Malay
educationists (not nationalists) and they will give you the same
Over the years, the structure of the matriculation system has been changed
a number of times. Before it was under the various universities, now it is
under the Education Ministry. This affected the monitoring of the
students' performance in the matriculation system.
The mindset of the Malay students (and Malay politicians, i.e Umno ,
nationalists and even Malay teachers) has been frozen in the yesteryears
and it will take a great effort to thaw it.
When I suggested to some post-SPM Malay students (who excelled in the SPM)
to choose STPM over matriculation, they refused to do so, citing teachers
who said that the STPM was difficult and more so for Malays because Form
Six teachers were mainly Chinese and non-bumis!
Actually, I think the bumi students in matriculation are a capable lot. Justice is not being done to them by not allowing them to compete and this does not help toempower their intelligence. The semester system adopted
does not allow much time for them to digest and analyse the voluminous
information and knowledge being pushed down their throats.
What matters is .vomiting¹ out the information on to the exam papers and
after that they can forget about it. Next semester there will be other
papers and what was taught in the first semester will not be asked again
in the second semester.
Life in matriculation schools is about cramming information. Interaction
is only amongst the bumis with a sprinkling of non-Malays who perhaps will
also keep to themselves. There is very minimal cross interaction and
learning from students of other races.
It is not so bad for those who came from an urban background, but for the
Malays who are from rural schools, they will remain in their cocoon.
Hence, when they enter university, it is an emotional and cultural shock.
You can't blame the students (both bumis and non-bumis) for only clicking
with their own kind. They feel insecure with the other and they sometimes
compete unhealthily. Knowledge is not shared and it is not unusual to hear
that important reference materials only get passed from one person to
another of the same race.
Study groups consist only of one group of students of the same race. Talk
about polarisation. Who polarised them? Talk about unity and Bangsa
I do not understand why the government cannot see the .loss¹ the bumi
students are experiencing in the long run. Let¹s adopt one entry system.
The setback will only be temporary to the bumis.
We can turn the matriculation schools to Form Six schools. Teachers in the
matriculation system should have no problems teaching in Form Six since
the there is not much difference in the syllabus and they are also
graduates majoring in the subjects they are teaching. Teachers in the
matriculation should also be exposed to the more experienced STPM teachers
(if this is the perception).
With regards to the criteria for university entrance, which may not
necessarily be 100 percent academic, I would agree that students of all
races from disadvantaged backgrounds and rural schools (unless the
Education Ministry is saying that all schools are of the same calibre) be
given due consideration.
However, whatever the criteria is, the students must know all of them and
how much weightage each carries.
Let's hope concerned Malaysians who feel strongly about the university
entry system will not stop discussing about it. In fact I think we all
should form an NGO specifically to work towards a common pre-university
education that will open the way for a common university entry
I can only say that the recent .heroic¹ act by our prime minister in
allowing the 128 non-bumi students to do medicine is a political ploy and
the scripts have been acted out well.
Perhaps next year, he will ask the universities to take in Indian students
who are not selected and the year after that, Malay students who made it
but were not given the opportunity. All the three main races are kept
happy using the rotation system!
Date: Tue Jun 15, 2004 11:29 am
Subject: Fw: How important is language ???
asm, di negara kita, tulisan jawi dah pupus, akhbar utusan melayu pun dah jadi tabloid mingguan aje...ini pastinya bukan kebetulan tapi perancangan musuh...
berapa ramai kita yg masih fasih baca dan tulis jawi? belum lagi tanya bab arab!
The demise of an islamic link through the politics of language
India serves as a great example of how literature and language can be exploited and created for furthering Illuminati interests. Wilkie Collins of the Illuminati Collins bloodline started publishing imaginary tales of Muslim atrocities against Hindus and temple trashing by Muslim rulers in his famous novel, the Moonstone
Hindus who were a non-cohesive group living peacefully with Muslims for years were suddenly pitted against Muslims. An Englishman started the original controversy of the Babri mosque being built on the birthplace of Hindu God Ram. To further distance Muslims from their Persian language and therefore Islamic roots, the British popularized Urdu language as a mass language for Muslims. The reason was that Urdu while sharing the script of Persian happened to be littered with native Indian words, making it more localized in its nature; and inheriting all the class bias of Indian language as well. Then the British created Hindi language out of thin air as a national language for Hindus. Hindi was spoken like Urdu but had the script of Sanskrit, a Hindu script which had gone extinct centuries ago. Hindi would give Hindus identity making them antagonist to Muslims'and Muslims would be encouraged to abandon Urdu for Hindi, breaking complete contact with Islamic script. A certain John Gilchrist of Fort William College, Calcutta, directed these language politics. Mr. Gilchrist can be aptly called the father of Hindi language.
Languages were not the only tools the Illuminati created. Realising the danger posed by the call for jihad during Muslim Friday sermons, the British created a bogus Islam known as Qadyanism/Ahmedism/Ismailism, complete with its very own false prophet! This new cult would preach a "Colonial friendly Islam" and at the same time engage in assassinations of real Muslim intellectuals.......
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