Educational Welfare and Research Foundation Malaysia

JAN 2022 / ISSUE 28 / 1-2022

IMPACT
Over hundred join
seminar on ‘at-risk’ students
CHITHRA ADIYODI

EWRF’s virtual seminar on Civil Society

Intervention (CSI) programmes held on 21st
November 2021, aimed to create awareness
and garner support from the public for
CSI programmes which seek to prevent
underprivileged and at-risk students’ from
involving in negative activities.

The five-hour long seminar garnered the interest

of 150 local and international participants
from all walks of life. A. Govindasamy, EWRF
President welcomed the participants and
requested that they stay on till the end to
support the organisation and its worthwhile Dato’ Satinah urged the government to
community endeavours. capitalise on CSI programmes.

The participants were not disappointed. They were engrossed in the opening speech given by
Datin Noor Azimah Abd. Rahim the Chairman of PAGE. Datin Noor Azimah was a household
name at the height of the debate on the Teaching and Learning of Science and Mathematics
in English. Two keynotes were delivered, the first by Dato’ Satinah Syed Saleh who is currently
the President of the Malaysian Association for Education and the second one by Dr Jayanti
Sothinathan, the Project Lead for Trust Schools Programme (TSP) 2.0, LeapEd flagship
programme in government schools.
Continued in page 2...

IN THIS ISSUE

1- Over hundred join seminar on ‘at-risk’ 4- Emerging from the cocoon: the
students Virtual-English for Junior (V-E4J)
2- Flood relief for schools program

3- Moving forward after SPM 5- Assessments in classroom

instruction

Page 01
 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
IMPACT
CONTACT US

4B, Persiaran Zaaba, Taman Tun Dr Ismail,

60000 Kuala Lumpur.

03-7710 0140/42
03-7710 0096
admin@ewrf.org.my
facebook.com/EWRFMALAYSIA
Datin Noor Azimah Abd Rahim giving her
instagram.com/ewrfofficial
Opening Speech.
twitter.com/ewrfmalaysia
ewrf.org.my A quotation from Datin Noor Azimah’s opening
speech, “I wish to applaud EWRF, MySkills
EWRF CENTRAL COMMITEE Foundation, Goodkids Malaysia and White Lily
Organisation for their tenacity as the work of
CSOs while fulfilling can be tiring and sometimes
GOVINDASAMY ANNAMALAI even thankless.” She commended EWRF
President for acknowledging the importance of English
KUMARESU KATHAPERUMAL language through its English for Juniors or
Deputy President E4J which focused on underprivileged as well
MUTHAMIL CHELVAN ARUMUGAM academically challenged students.
DR. CHITRA K. M. KRISHNAN ADIYODI
SIVARAJ RAJA GOPAL In her keynote Dato’ Satinah urged the government
Vice President
to capitalise on the civil society intervention
RAVENTHARAN P. S. programmes done by the NGOs. She reiterated
General Secretary
that the early interventions provided by NGOs
JEYA KUMAR VAITHILINGAM like EWRF were able to reduce the negative
Deputy General Secretary
behaviours of teenagers and consequently their
LOSHINI THANGARAJU involvement in criminal activities.
Treasurer

KETHESWARAAN NADARAJAH Dr Jayanti stressed on the importance of

DR. THAATCHAAYINI KANANATU providing early intervention for students who are
RENGANATHAN KANNAN academically challenged from families with socio
SYLVERSTER DHAS economic issues with empirical evidence.
DR. ANBANANTHAN RATHNAM
KALAIVANI RAMADAS
PALANI ANNAMALAI
V. Jeyakumar, EWRF’s Assistant General Secretary
DR. LOGANATHAN KRISHNAN presented information about the programmes
Committee done by EWRF. Likewise, Devasharma from
MySkills Foundation, Naaraayini from GoodKids
Malaysia and Aliza Salim from the White Lily

Continued in page 3...

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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT

150 locals and International attendees

Organisation presented the good work carried out by their respective organisations. The
participants were impressed by the work done by EWRF and the three organisations. Comments
appreciating the organisations filled the zoom chat box.

In addition to the acclaimed speakers, facilitators and students of the CSI programme gave
their views. Six pairs of Facilitator-Student highlighted the impact of specific topics from the CSI
module. The facilitators focused on the mentoring and the activities carried out whereas the
students explained how the knowledge gained through the activities helped them make positive
changes in their behaviour and daily life.

The finale of the seminar was a Forum titled: “Why your contribution matters?”, moderated by Dr
Jayanti Sothinathan. Three panellists, Pasupathy, the Director of MySkills Foundation, Rajsurian
Pillai, a criminal lawyer and Simpson Khoo a Clinical Psychologist & Educational Advocate
deliberated on issues related to at-risk youth and the need for civil society interventions.

The seminar gained wide media coverage, as well as an interview by BFM Radio. CSI Task
Force chair, Ketheswaaran Nadarajah was given a 20-minute slot to speak about EWRF, its
activities and the seminar. Not only did the participants stay until the end of the seminar at
2.00pm, they also made generous contributions to support the activities carried out by EWRF.
The entire seminar moved in a joyous mode due to the exuberance exhibited by the two Masters
of Ceremony, Szarmilaa Dewie Krishnan and Keisha Dewi Krishnamoorthi. The seminar was
indeed a great success and has motivated the team to do more for at-risk students.

Ketheswaraan Nadarajah Govindasamy Annamalai

(CSI Task Force Chair) (President of EWRF)
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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
Medic Aid

Flood relief for schools

CHITHRA ADIYODI

Shoes delivery to Carey Island school

EWRF managed to raise over RM35,000 to provide aid to Tamil schools. A large portion of
the raised funds will be used for SJKT Carey Barat and SJKT Karak. Other schools will also
be helped based on their needs. The money will be used to help the schools get ready for
the school term which will begin on the 10th of January 2022. The schools will be provided
T-shirts, desks and chairs for the students.

Visit to SJK (T) Ladang Mary Batang Berjuntai

Continued in page 5...
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JAN 2022 / ISSUE 28 / 1-2022 IMPACT

Kunasundary Veerabadhran, headmistress of SJKT Pulau Carey Barat receiving

t-shirts from EWRF President Govindasamy.
According to its president Govindasamy Annamalai,
Educational Welfare and Research Foundation
(EWRF) has been involved in numerous welfare
projects since its inception in 1978. EWRF has
provided stipends and financial aid for primary,
secondary and university students as well as
medical aid for the poor. EWRF is always at the
forefront to provide assistance to the needy.

He further stated that the fund raising project will

focus on providing aid based on the identified
Shoes delivery to Carey Island specific needs of the schools with the help of the
school EWRF branches nationwide.

Delivered table and chairs to

Assisting in repairs at SJKT Pulau Carey Barat
SRJK (T) Ldg Jln Acob Kapar
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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
Civil Society Intervention (CSI)

Moving forward after SPM

NURFARAHIN NOORUL ARIFFIN
EWRF has always had the best interest of
the academically challenged students as
one of its core values. Neither the pandemic
nor the movement control order was able
to stop EWRF’s efforts in helping these
students. In order to cater for these students
during this current situation, the face-to-face
programmes were modified and conducted
online to suit the current norm. However, not
all these programmes could be modified. A
programme that was conducted as an annual
activity was the roadshows which aimed to
disseminate information regarding institutions
and the numerous courses offered to
academically challenged students. While the
officials from the institutions disseminated
information, EWRF members and officers
meticulously provided assistance to enroll
these students for Technical and Vocational
Education and Training (TVET) and other
skills-based programmes offered by Industrial
Training Institutes and National Skills Training
for Youth.
Radio DJ as speaker
The CSI programme focuses to provide reliable and straightforward information, counselling and
career guidance to school leavers, nevertheless, it is insufficient. Career guidance is only one of
the 20 topics dealt with in the module since the main objective of the programme is to address
negative social behaviour and poor performance in education. The team hoped to target the
underachievers in schools with the hope to reduce their involvement in crimes and delinquent
behaviour. It is felt that providing focused guidance was of utmost importance to this group of
students who have completed SPM.

The CSI Task Force deliberated and decided on a special programme for the benefit of this
specific group of young adults who have completed Sijil Peperiksaan Malaysia (SPM) or Sijil
Tinggi Persekolahan Malaysia (STPM) but were undecided on their next course of action due to
lack of information and advice. The programme “Moving Forward after SPM aims to equip young
adults with relevant and pertinent information to help them make proper choices when deciding
on the discipline or course that they want to pursue.

Continued in page 7...

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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
Also, this programme hopes to highlight the career path that the students can embark on, upon
the completion of specific basic skills-based courses. Through this, the CSI Task Force aims to
instill interest in the students in pursuing their studies according to their interest, and consequently
building a career that will brighten their future.

The programme has successfully completed four sessions. The first session of “Moving Forward
after SPM” focused on a general overview of all the available courses conducted locally and the
financial assistance that the students can seek. This was conducted by Mr. Thiruvengadam, who
provided resourceful information regarding respective academic pathways for students to pursue
based on their interest. For example, students who are interested in teaching can apply for IPG
whereas those who are interested in real estate can apply under INSPEN.

The second session by Mr. Pannirselvam highlighted the TVET courses that aim to provide
knowledge and skills for employment. He encouraged the students to take the courses for better
future careers. During his sharing, he also mentioned other vocational training institutions such
as ILJTM, ILP, ADTEC, ILKBS, ILP, etc.

The third session was conducted by members of CUMIG, to discuss the benefits of enrolling into
a local institute of higher learning, the courses and how to apply for the courses through the UPU
system. Mr. Prakash Chellamuthu conducted the fourth session. He explained the necessary
qualifications and skills as well as the benefits of a career in an insurance organization. Overall,
the number of participants for each session was kept to a maximum of 30 to ensure active
interaction during the Q&A sessions. He also offered to reward 5 students who attended his
session as incentives.

The CSI Task Force hopes to host attention-grabbing professional courses and talks by inviting
prominent professionals in the field, to provide valuable information besides motivating the
participants to aim higher in their life. Hence, Ms. Poongulali Veeran was invited to share her
personal experience as a news editor and presenter. She shared that the radio-television industry
is multiracial friendly and there are many sectors such as scriptwriter, grooming, translator, etc.
She encouraged the participants who are interested to apply through the SPA platform.

Mr. Theivigan Thamaraichelvan was also invited to host a session regarding the career of a
radio announcer. He highlighted that some of the criteria to become a radio DJ is that one has
to be multi-talented, fluent in a certain language and must be a sentimental individual. He also
shared the prerequisites of becoming a radio DJ such as completing tertiary education, passing
auditions and the willingness to sacrifice time for work. Apart from DJ, radio stations also provide
a variety of job opportunities for those who have a strong interest in mass communication and
every post plays an important role in presenting to the audience.

Even in the midst of the pandemic, EWRF was still able to continue its primary aim which is
to serve students that are financially and academically challenged. We hope that organising
such programs that introduce students to different possibilities and potentials of their life can
successfully change their future.

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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
English For Juniors (E4J)

Emerging from the cocoon: the Virtual-

English for Junior (V-E4J) program
KESTHURI SIVAM

Teamwork to complete a project Students design and develop an idea

When the Ministry of Education (MoE) announced the implementation of home-based teaching
and learning (PdPR) for students nationwide, the whole country went “whoo-haaa”. The closure of
schools across the country has disrupted the whole teaching and learning process. We teachers
have been very comfortable interacting with students within the four walls of a classroom. Never
ever in the wildest dream did we dream of implementing total virtual teaching and learning at very
short notice.

Physical class interaction and virtual class interaction are different sides of a coin. In a physical
class, you have full control over your students, while on the other hand, you have a “thick screen”
between you and your students in virtual classes.

In school, teachers can call students face to face and motivate them, but when the class is
conducted online, students are forced to depend on themselves to prepare for online classes in
terms of gadgets, data plans and self-motivation. It’s not easy to gain their focus throughout the
lesson and monitor students’ discipline through screens.

Continued in page 9...

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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
But hey! Life must go on. We need to
change rather than whine over the
current situation. I’m glad to be part
of this wonderful programme as it
gave me a totally new perspective on
home-based teaching and learning.
I have seen great teachers breaking
the barriers and they made sure virtual
learning is possible regardless of where
the students are from and their social
background.

In the classroom, we interact with a

large number of students during the
lesson in a limited time. There will be a
few weaker students hiding among the
rest, they are left behind and unable to
catch up. These students usually have
low self-esteem and will shy away if
being confronted. And they are rarely
given opportunities to participate in
competitions. Identifying these students,
providing them with daily short interesting
language lessons and opportunities to
participate in competitions is definitely
a great way forward. This opens a new
window for them as they feel they are
being appreciated and loved. Outstanding E4J Facilitator of May 2020

There was once, I was monitoring a virtual class conducted by a teacher. This particular boy
caught my attention. He was grinning from ear to ear from the beginning until the end of the
lesson. Later, during the discussion session with the teacher, she mentioned that this boy has
never spoken a word in school, but he gained his confidence day by day during the V-E4J
lessons. During the previous lesson, he managed to talk about an object without any guidance
from the teacher. Being praised in front of others made him feel so good about himself that he
was grinning nonstop.

The interaction between teacher and students is not only limited to spoken words. Replying to
messages on Whatsapp through emojis are also considered interactions. Some students are
afraid to tell others what they feel and they usually don’t know how to put them in words but with
these emojis and GIFs, I’m surprised that students are expressing their feelings; like what they
felt about the lesson or their performances in class. When there is no barrier between teacher
and students, it creates an ideal environment to transfer knowledge and optimal learning.

Continued in page 10...

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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
This is definitely a great opportunity for teachers to get to know their students better and at the
same time allow students to open themselves and be more confident in a small circle, to begin
with. V-E4J is definitely a platform that pushes students to come out of their cocoons and turn
into beautiful butterflies.

Learn to recognize alphabet Having fun learning online?

Discussion with E4J Task Hands on activities by the E4J students

Force
Page 10
 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
English For Juniors (E4J)

Assessments in classroom instruction

GIRIJA KUMARI NAYOR - E4J MENTOR
“ The most valuable thing a teacher can impart to children is
not knowledge and understanding per se, but a LONGING for
knowledge and understanding, and an APPRECIATION for
intellectual values, whether they be artistic, scientific, or moral”
- Albert Einstein

Assessment forms an integral part of teaching.

Assessment is the process of gathering information on what

learners have gathered from their educational or classroom
instructional experience. The outcomes of the assessment
are normally used by the teacher to classify areas where
improvement is needed and to ensure that the lesson content
prepared, meets the learning needs of every learner. The main
goal of assessment is to evaluate and improve learners’ learning.

The purpose of an assessment can vary and therefore its objectives can change according to
the type of the assessment prepared. Meaningful and well-constructed assessments can help
to motivate learners to gear up for their success by stimulating them to reflect, interact, and
apply their knowledge to understand and answer questions and solve problems. Therefore,
assessments are about more than just grades.

Online v-E4J class

Continued in page 12...
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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
A teacher conducts pre-assessment or formative assessments with learners at the beginning
of the school year and before a new topic is taught. This is to find out what the learners may
already know and what they lack on a specific topic so that the teacher can prepare the input of
her instruction according to the needs of the learners. By carrying out a pre-assessment, it is a
way to save teachers time within the classroom when teaching new topics. It also provides an
avenue to find out more about the learners, what they are interested in and how they learn best.

On the other hand, post-assessment or summative assessments are also known as final
examinations. It measures what the learner has learned after completing a specific level. In this
assessment, teachers can validate how well the content taught supports the learners overall
learning achievement.

In the English for Juniors or E4J programme, the lessons developed focus on assessment
strategies at different stages of the lessons. The questioning technique has enabled the teachers
to identify learners with learning difficulties at all stages of a lesson. This gives the teachers an
opportunity to tackle the learner’s weakness by providing specific activity as practice exercise to
do at home. This strategy has shown that learners have been able to overcome the difficulty that
they faced in class, with the help of parents or siblings. For example, if a learner is found to have
pronunciation errors, the teacher provides oral practice in class and also provides video links to
the parents to help them to guide the children. The preamble section in the lesson plan provides
the structures that the students need to master in the specific topic.

Student project
Continued in page 13...
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 JAN 2022 / ISSUE 28 / 1-2022 IMPACT
In the E4J programme, continuous learning activities carried out were assessed to identify the
ability of the learners. Teachers carried out simple discussions, which were useful as assessment
tools in reading, language arts, writing and oral presentations. Though, at the start of the
programme, the students were passive, unable to speak in English, no learning habits at home
and had poor writing techniques.

The strategies in the E4J programme and the dedicated facilitators helped to conduct the lessons
in a progressive manner. They frequently gave written exercises based on the topics learnt as
post assessment. The students were given written exercises as homework to answer. Though, at
the initial stage, many students had difficulties to complete their work, but with the constant effort
of the facilitators, the students picked up learning style and attempted to answer on their own.
This achievement of students was evaluated through post-assessment activities.

The students were involved in various post-assessments such as singing competition, creating
cards or bookmarks, story-telling and impromptu speech, besides the regular written assignments
given after class. The progress of the learners showed that with constant support and effort from
adults, all normal children have the capacity to acquire knowledge without hindrance. It is worth
mentioning that the success of the learners, not only encouraged the learners but parents too
took the initiative to monitor their children in their studies at home.

The current COVID19 pandemic has taken a drastic change on all especially to learners. This
scenario has brought about a new norm of teaching and learning. The one to one interactions
that learners enjoyed with teachers are not possible as the pandemic triggered a sudden and
complete closure of all institutions of learning. However, the scenario introduced learners and
teachers to a great change from the traditional classroom to a complete technology-based
learning. It has become a new norm that all strata of society, especially teachers, learners and
parents have to learn to cope with. In the present circumstances, teachers need to interact more
with parents of learners, especially elementary level children, as the mode of instruction is online
and the children need to use gadgets.

Besides teaching online, the assessments carried out in online teaching need to follow a set
process and the teachers need to be alert. Assessments cannot be carried out just after a lesson
or a topic. It has a triple function and should happen before (diagnostic) the learning, during
(formative) the learning and after (summative) the learning. The teachers need to prepare their
students on the topic that will be taught ahead of the lesson. So when learners attend class,
they have an idea and some basic understanding on the topic. While in the class, the learners
gather new information from the teacher on the topic, besides those that they have gathered
before class. In this way, the learners are prepared on the topic, they will be able to give some
responses to questions asked by the teacher. Finally, as the class ends, the learners will have a
better understanding of the new information and they can complete the task that the teacher had
set for them.

Therefore, through the procedure of teaching and assessment carried out, the learners will slowly
but definitely pick up study skills and they will form a study habit, which eventually help them to
perform in any assessment.

Page 13
 4B, Persiaran Zaaba, Taman Tun Dr. Ismail,
60000 Kuala Lumpur Malaysia
Tel: +603 7710 0140 / 42
Email: admin@ewrf.org.my
Fax: +603-7710 0096
Toll Free Number: 1-800-88-3973

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EWRF
The Educational, Welfare & Research Foundation Malaysia
Pelajaran, Kebajikan & Penyelidikan Malaysia
PPM-001-14-02011979