Latest news with #StarEdu
The Star
3 days ago
- Business
- The Star
Making skills-based edu work for all
Inclusivity in all sectors is a must – and it is important that technical and vocational education and training (TVET) providers as well as industry leaders ensure opportunities are accessible to talents regardless of their gender, said the UK Minister of State for Women and Equalities, Baroness Smith of Malvern, Jacqui Smith. Smith, who is also the country's Minister of State for Skills, shared how she is often surprised when employers in the UK tell her that they are facing skill gaps in areas like construction and engineering. 'Then, I look around the workplace and think to myself, well, 'You're not really recruiting from a whole half of the population here, are you?' 'Having said that, there is growing awareness among industry players of the need for gender inclusivity in TVET. 'We have a construction skills mission board in England that I sit on, and it was the employers themselves who said that we've got to be much better at diversifying our training so that we're attracting girls and women into the construction industry; otherwise, we're never going to fill our skills gaps. 'We need to ensure that there are role models that girls will be able to look up to and see that there are women doing really well in construction, engineering and in digital,' she said in an interview with StarEdu. Smith was in the country for an official visit and was attending the Chevening Alumni reception in Kuala Lumpur on July 31. In her role as Minister of State for Women and Equalities, Smith leads efforts on gender equality, women's rights, and the UK equality framework. Women, she stressed, have got a place in all technical and vocational sectors. Citing the UK's industrial strategy, she named key areas where female talent is essential for national growth. 'There is strong potential for women to excel in all sectors, particularly in advanced manufacturing, life sciences, engineering, as well as the digital and creative industries. 'Unless we can get all the talent that we possibly can into these areas, we're not going to achieve as much. 'We want to grow and we know that it's going to take the skills of all our people in order to achieve that growth,' she said, stressing that inclusion is not merely about equity, but also quintessential national success. TVET, a first choice To make TVET a top choice for students, a coordinated effort is needed to reshape perceptions and embed real-world relevance, said Smith. Relevance to real-world jobs is critical, as it makes the pathway into employment feel more tangible and backed by occupational standards for individuals, she added. As Minister of State for Skills, Smith, who is responsible for Skills England, T Levels, Technical Excellence Colleges, and local skills improvement plans, oversees higher technical education, adult learning, apprenticeships, and careers support. 'The curriculum and courses should be co-designed with employers, ensuring a direct link to actual job roles and the industries that will ultimately make use of those skills. 'And to show the relevance of the learning, it's important to give people the opportunity to do placements and actually experience what it's like to work in that particular area,' she said, adding that the government, employers and other stakeholders also need to put out strong messages about the quality of TVET. Shifting perceptions Smith said the British government is actively working to shift public perception about the value and opportunities in vocational routes through nationwide communication campaigns. These initiatives, she shared, aim to inform people about the available TVET pathways, the various options they can pursue, and how these routes can lead to good jobs. 'People in leadership roles, particularly in policy and education, have probably gone through a higher education route and haven't experienced the vocational pathway. 'Having successful leaders who came from vocational backgrounds can help change public perceptions and promote TVET's credibility. 'For example, when I meet chief executives or senior people in companies who have themselves been apprentices and can then talk about it and say, 'Look, I've reached the most senior levels and I've come through a technical and vocational route' – that's very powerful for people,' she said, adding that changing the perception of TVET is a challenge across the world. 'We need to start at an early stage with the right career advice and guidance,' she said. Malaysia–UK collaboration Smith said she is feeling really enthusiastic about collaborations between the UK and Malaysia – particularly in education. 'I think we already have common values, our belief in education, our people-to-people connections, and our commitment to democracy. 'There are lots of things that would bring us together, but education is a really good opportunity to make a bridge,' she said. As part of her visit, Smith participated in the UK-Malaysia Skills Dialogue at TWI South East Asia to discuss TVET and explore opportunities for deeper collaboration between UK and Malaysian training providers. 'People increasingly spend their working lives in a global economy. 'Countries like Malaysia and the UK that are focused on increasing our income and our growth will have a shared need for developing our TVET. 'And that's something where we can sort of learn from each other, teach each other, and where it's appropriate, actually have active collaboration,' she said. — BY JAAYNE JEEVITA
The Star
3 days ago
- Business
- The Star
Turning waste into hope
Winning moment: Kughanya (right) receiving the award. THE act of healing can take many forms – for Kughanya Kumaran, it means conserving the earth. 'I want to lead sustainable ventures that not only generate profit but also heal communities, protect nature and uplift people,' the aspiring green entrepreneur and changemaker told StarEdu. The 23-year-old Penangite has already taken action to pursue her vision. She recently came up with an idea to redefine waste management and organic agriculture. 'I developed a green-tech solution that transforms toxic waste into an organic fertiliser, called Nutriloop, with the potential to restore both the earth and public health,' she said. Armed with this idea, the mass communication student at INTI International College Penang flew to the United Kingdom to take part in Flare 2025, an enterprise ideas challenge hosted by the University of Hertfordshire. Competing against nine other finalists from India, Sri Lanka, the UK, the United States, Switzerland, Afghanistan and Africa, Kughanya – the only Malaysian representative – emerged as the overall champion at the event held on May 21. Reflecting on her successful outing, Kughanya said she competed not only as a student but also as a voice for change. 'I felt very proud of myself – that was the gift for three months of sleepless nights,' she said. 'What made it truly unforgettable was the moment the judges not only listened to my pitch, but also smelled, touched and tested my product with their own hands. They also expressed interest in purchasing my 100% organic fertiliser. 'That kind of validation – from international professionals and everyday people alike – means more than any award. It confirmed that what I've created is not just a concept, but also a real, working solution that people believe in. That emotional and practical impact is what I consider my most meaningful achievement to date,' she added. She shared that the idea for her innovation was inspired by her research showing that Malaysia could face severe environmental and public health crises due to harmful waste disposal and synthetic chemical use within the next five years. Looking ahead, Kughanya said her next steps include joining more international innovation competitions and environmental pitch platforms to elevate Nutriloop's impact. 'But beyond competitions, I'll be focusing on advancing the research behind my product. There are still essential lab tests, scientific validations and national product registrations to be completed. 'If everything progresses smoothly beyond the business proposal stage, there is definitely a vision to turn this idea into a real business – one led by me, a young woman determined to create change. One day, I hope to proudly call myself the founder and lady boss of a Malaysian-born green-tech brand that heals the planet,' she said. Kughanya encouraged students to 'make improvements for the future'. 'Let's be the generation that turns waste into wealth, pain into purpose, and ideas into green revolutions. 'Start from the heart. Don't chase awards – chase impact. Find a real problem that hurts you, then build something that heals others. Don't be afraid if you're the first to speak out. Be bold. Talk to real people. Validate your ideas. Fail, learn and grow,' she said. Lara, 19, a student in Selangor, is a participant of the BRATs Young Journalist Programme run by The Star's Newspaper-in-Education (Star-NiE) team. For updates on the BRATs programme, go to
The Star
03-08-2025
- Business
- The Star
CGPA now key to JPA payback
New sponsorship model linking loan repayment to academic performance offers freedom, but students want tweaks STUDENTS say the new merit-based sponsorship model recently introduced by the Public Services Department (JPA) gives them more control over their future, but they are calling for improved measures to ensure fairness. Under the new model, called PBU Akademik, JPA-sponsored students in the pre-service training programme – excluding those in medicine, dentistry and pharmacy – will benefit from reduced loan repayment rates based on their final cumulative grade point average (CGPA). In addition, repayment exemption will be granted to students who secure employment in the public sector aligned with their qualifications. This marks a departure from the previous 2016 service placement merit-based convertible loan scheme (PBU 2016), where repayment exemption or reduction was based on the students' employment sector. The change, announced on April 28, took effect on June 1 for all new JPA-sponsored students, excluding scholarship recipients. Existing students under PBU 2016 – such as Welda Eliana Jimmy, Nur Amal Hamimi Mohamad Yadi and Mohamad Naufal Shaheer, all aged 23 and set to graduate next year – will have the option to switch to the new model in stages beginning Jan 1. Welda, who hails from Sabah, said the announcement was a relief. 'I was unsure whether I should go into government service or explore the private sector. But now, I have more freedom to choose, without worrying about repayment,' she told StarEdu. She added that although she had already aimed for good grades, there's now even more incentive to do well. Nur Amal Hamimi, from Sarawak, expressed a preference for the new system 'right away'. 'You have more control over your grades than your job placements. It feels more student-friendly,' she said. She also shared that she and her friends are putting in extra effort to maintain high grades and reduce future repayment amounts. Meanwhile, Mohamad Naufal Shaheer, from Kedah, said the PBU Akademik felt like a big change. 'I'm nervous but also grateful. The job market isn't stable, and not everyone gets into government jobs straightaway. This gives students more realistic options. 'It definitely pushes me to study harder. Your CGPA affects not just your future career but your financial obligations too,' he said. He, however, raised concerns that basing repayment reductions on academic performance may add pressure. 'Some students might feel suffocated – like there's no room for mistakes because everything rides on your CGPA,' he said. Nur Amal Hamimi also raised concerns about fairness of applying a single CGPA benchmark across diverse academic disciplines. 'Courses like engineering and law are harder and have stricter grading. Students in these fields may be more hardworking but still end up paying more just because it's harder to score high. 'Maybe JPA can adjust repayment rates based on course difficulty,' she said. Mohamad Naufal Shaheer suggested setting different CGPA benchmarks for different fields. 'It's not fair to expect the same CGPA from every course,' he said. While acknowledging that the new system might not affect all students equally, Welda said students were informed about the model before applying. 'They know what they're getting into. It's already aligned with JPA's entry CGPA requirements – 3.0 for engineering, 3.3 for others,' she said. On the repayment exemption for those accepted into civil service, Mohamad Naufal Shaheer said it is a practical incentive. 'It definitely makes the public sector more attractive to students who want a clear repayment path or job stability,' he said. Welda, while unsure of her future direction, is open to contributing to the civil service. 'It's only for a certain number of years, and it's a good experience,' she said Nur Amal Hamimi, on the other hand, emphasised personal growth and job satisfaction. 'The full exemption is a big plus, but I would still consider factors like salary and opportunities,' she said. The JPA, in a statement issued on April 28, said students obtaining a CGPA of 3.75 to 4.00 will repay only 5% of their loans, while those with a CGPA between 3.50 and 3.74 will pay 10%. 'Repayment rates are set at 15% for a CGPA between 3.00 and 3.49, and 20% for those with a CGPA below 3.00 or who take longer to complete their studies. 'Students who score below a 3.00 CGPA or fail will be required to repay the full loan amount,' the statement read. Students pursuing medicine, dentistry and pharmacy will receive full loan exemption if they successfully complete their studies and fulfil their government service contract, JPA said. 'For students who completed their studies and are currently repaying loans under the old scheme, they are instructed to pause payments starting June 1, until the option to switch is available,' it added. Under the previous PBU 2016 scheme, students were exempted from repayment if they served in the public sector or required to repay 25% if employed by a government-linked company, 50% if working in a private company within the country, or the full loan amount if they worked abroad. Fiona, 22, a student in Sarawak, is a participant of the BRATs Young Journalist Programme run by The Star's Newspaper-in-Education (Star-NiE) team. For updates on the BRATs programme, go to With the theme of the article in mind, carry out the following English language activities. 1 Prepare three statements based on the article. Have your activity partner decide whether each statement is true or false. Then, correct any false statements together. 2 Do you think other study loan providers should consider introducing similar repayment schemes based on academic performance? Why or why not? Discuss your opinions with your classmates. The Star's Newspaper-in-Education (Star-NiE) programme promotes English language learning in primary and secondary schools nationwide. For Star-NiE enquiries, email starnie@
The Star
22-06-2025
- Health
- The Star
Bullied and ignored
WuTHE bystander effect – where individuals are less likely to help when others are present – is silently fuelling a bullying crisis in Malaysian schools. If left unchallenged, this culture of silence can deepen trauma and leave lasting scars on victims' mental health and self-worth. Part of the problem, experts say, lies in school culture. According to Sunway University School of Psychology senior lecturer Dr Wu Shin Ling, up to 70% of students remain silent when witnessing bullying. 'One of the main reasons is the fear of retaliation, where many students fear becoming the next target. This happens often, especially in closed environments like hostels, where escape is difficult,' she told StarEdu. 'Orientation programmes where senior students are permitted to 'educate' or 'toughen up' juniors through humiliation or intimidation are often framed as rites of passage but they can, in reality, perpetuate cycles of fear, silence and harm,' she added. Wu also highlighted early warning signs such as rigid social cliques, sudden behavioural shifts in once-engaged students, and casual jokes targeting specific identities such as race, gender or appearance. In some cases, she said, bullying becomes so normalised that students dismiss it as 'just how things are here'. Lone struggle For those who endured bullying in silence, the damage can be devastating. Adieka, now 30, still grapples with the long-term effects of bullying. 'It has affected my mental and emotional well-being,' he said. Bullied for his naivety and mocked for having an eidetic memory, he felt isolated and overlooked. 'I hoped others could have at least asked what happened and showed some concern,' he shared. Adieka is not alone in feeling this way. Stephanie, now 24, recalled being bullied physically and verbally. Her teachers missed the warning signs – withdrawal, silence, and tears in class. When she finally found the courage to speak up, nothing changed. 'The bullying continued as if my voice didn't matter. 'My peers were too afraid to speak up, and I dreaded going to school. It got so bad I had suicidal thoughts,' she said. For her, being a bystander is a choice. 'What if it were your own sibling, friend, or someone you cared about being targeted? Would you stay silent?' she asked. School support FouziNational Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon said school leadership is crucial in setting the tone for a zero-tolerance approach to bullying. 'When principals and administrators are proactive, transparent and consistent in addressing bullying, they create an environment where staff and students feel supported in speaking up,' he said. Fouzi pointed to the 'Garis Panduan Pengurusan Salah Laku Buli di Institusi Pendidikan (SPI KPM Bil. 12/2023)' as a key guideline that classifies various forms of bullying as serious misconduct. He added that beyond policies, programmes like Sekolahku Sejahtera and Pembimbing Rakan Sebaya (PRS) empower students to act as allies and peer supporters. 'The Sekolahku Sejahtera framework provides a conducive platform for schools to integrate anti-bullying messages and encourage students to intervene safely or report incidents,' he noted. Meanwhile, PRS trains selected student leaders to serve as peer counsellors and mediators, providing a safe outlet for other students to report bullying or seek support. Collective responsibility While peer-led initiatives offer critical support, Wu stressed the importance of starting even earlier, as early as primary school – with a focus on empathy and consequences of inaction. 'Cultivating a culture of collective responsibility is important, where every student and educator believes, 'If it's not okay, it's my job to say something,'' she said. To translate these values into action, both Wu and Fouzi called for clear systems of support – visible teacher intervention, safe reporting channels, and open communication. They asserted that teachers play a frontline role to encourage positive bystander behaviour among students. 'Classroom discussions, role-playing scenarios, and normalised conversations about social dynamics and power help to empower students to act,' Wu said. Fouzi suggested integrating social-emotional learning into lessons to help students develop empathy and confidence to stand up for others. To evaluate impact, he recommended that schools monitor trends through the Sistem Sahsiah Diri Murid portal, assess student feedback on safety and willingness to intervene, and track bystander-led reports. Ultimately, Wu said students are more likely to speak up when they see that action is taken and confidentiality is respected. Surviving the scars I was 13 when I witnessed someone being bullied. A girl was being cornered and mocked by a group of my batchmates. I stepped in and told them to stop. I didn't realise I had just become their new target. They spread lies, isolated me, and abused me physically. One night, they dragged the girl into the dorm's ironing room right in front of me. The worst happened when they attacked me with a hot iron. They said to the girl, 'Now, watch the person you thought could save you from getting punished.' I remember the pain and seeing that girl cry, even kneeling, kissing their feet, and begging them to stop. They laughed at how pathetic both of us looked. It was two of us against eight of them. I wished someone would come, but no one did. There were over 90 girls in the dorm, but no one stood up for me. Even the teachers and wardens didn't believe me. That moment broke me. I lost all my confidence and started skipping classes. I became suicidal and no longer believed in myself, or anyone else. I stopped talking and avoided people. I'd collapse from nightmares, exhaustion and fear. Eventually, I had to leave the school but the mental scars stayed. Years later, I attended therapy to process what had happened. It's a long journey, but I'm trying. If I could turn back time, I would still choose to stand up for her. I'm sharing this not to gain sympathy, but to remind people that bullying destroys lives. That silence can be deadly. And that kindness, just one voice speaking up, can save someone's life. – Lily*, 31 *Note: Name has been changed to protect the bullying survivor's identity. In the news 2024 June: Slapped in silence - A viral video showed a 13-year-old girl being slapped in a school toilet by her two 15-year-old schoolmates in Kerian, Perak, while other students watched silently - some even encouraged the act. - School authorities formed a committee to investigate the incident; two perpetrators were expelled and four were suspended. July: No more sweeping it under carpet - Education Minister Fadhlina Sidek responded to the Kerian incident, stating that investigations and disciplinary action were underway. - She emphasised that no bullying case should be swept under the carpet and pledged improved handling guidelines in collaboration with schools and police. November: Cadets expelled, accountability demanded - Five Universiti Pertahanan Nasional Malaysia cadet officers involved in three separate bullying incidents were expelled and ordered to pay compensation. - Defence Minister Datuk Seri Mohamed Khaled Nordin stated this was to ensure accountability and deter future incidents. December: Legal reform and ministry push - The Dewan Rakyat passed the Penal Code (Amendment) (No. 2) Bill 2024, introducing harsher penalties for bullying and harassment, including: - Publishing victims' identities causing distress, fear or alarm. - Provoking self-harm or suicide (up to 10 years of jail, fine or both). - Education Ministry initiatives: - Enhanced tracking of misconduct through the Student Discipline System (SSDM). - Launched the 'Gerakan Kepimpinan Madani: Hentikan Buli' programme to end bullying culture in schools. 2025 January: Former students speak out - Two former residential school students said they were physically assaulted by their seniors - dunked in water or kicked in the ribs. - Fadhlina clarified the school was not under her ministry's purview but warned all school leaders to stop covering up bullying cases. March: 'Push-Up Punishment' in Teluk Intan - Sixty-two Form Two and Form Four students were reportedly forced to do 200 push-ups by two Form Five seniors, leading to muscle pain and swelling. April: Mara tightens the reins - A viral video showed MRSM Form Three boys pinning down and whipping another peer with a belt on a bed. - Mara chairman Datuk Dr Asyraf Wajdi rolled out anti-bullying initiatives across MRSM schools: - Special counsellor training - Regular monitoring - Direct involvement from the Mara leadership Example: At an MRSM, the disciplinary committee acted within 24 hours of a bullying report, showing improved responsiveness. June: Burnt in their sleep - A Form Two male student who pressed a hot iron on eight sleeping dormitory mates has been placed at the Henry Gurney School until he turns 17. Source: Media reports
The Star
01-06-2025
- Business
- The Star
TVET drives young agri talent
SIX of the nation's 86 vocational colleges offer agriculture-related programmes, with studies carried out yearly to determine community and market needs in every state. This, says Education Ministry Technical and Vocational Education and Training (TVET) Division director Ts Zulkernai Fauzi (pic), is among the ministry's efforts to help ensure the sustainability of the sector and foster innovation and economic growth. 'Collaborations through initiatives like the GoGreen@Kebuniti programme with other ministries and agencies have also encouraged young people to be involved in agriculture-related activities,' he told StarEdu. He added that the ministry's TVET programmes have successfully trained youth in modern agricultural techniques, such as precision farming, aquaponics and agrotechnology, equipping them for contemporary challenges. 'Students receive practical exposure to farming techniques, crop management and livestock care through on-campus farms and internships. 'Training also emphasises entrepreneurship, helping students develop business plans and gain skills to start their ventures,' he said. Acknowledging the importance of youth participation in agrotourism, Zulkernai said TVET graduates, particularly those with specialised training in agriculture, tourism and hospitality, are well-positioned to drive Malaysia's agrotourism sector. 'Their skills in modern farming, entrepreneurship and digital technology not only can improve the profitability and sustainability of agricultural ventures but also enhance the overall tourist experience,' he said. He added that construction, electrical and mechanical engineering graduates can contribute to building and maintaining farm facilities, accommodations and other tourism infrastructure. 'Digital marketing training enables graduates to help promote agrotourism ventures online, attracting a broader audience. 'TVET programmes in hospitality prepare graduates to manage guest services, create experiences and ensure customer satisfaction, which are essential for a successful agrotourism enterprise. 'With specialised knowledge in environmental conservation, graduates can design sustainable farm practices that are appealing to eco-conscious tourists and create educational workshops or interactive sessions for tourists, such as demonstrations on organic farming, aquaponics or traditional agricultural methods,' he said. Zulkernai, however, pointed out that addressing issues like perception, industry collaboration and resource constraints will be crucial for increasing youth engagement and ensuring agriculture's sustainability as a vibrant career sector in the future. 'Investing in TVET education and integrating it with agrotourism initiatives can create a mutually beneficial relationship between agriculture and tourism while fostering rural development and food security,' he said. He added that developing Malaysia's agrotourism sector requires a comprehensive approach that combines skill-building, financial support, innovation and community engagement. 'By creating opportunities and removing barriers, these strategies can empower young agrotourism entrepreneurs to thrive while contributing to Malaysia's economic growth and sustainable tourism goals,' he concluded. – By ROWENA CHUA
