THE Sijil Pelajaran Malaysia results were announced last week and, as always, were greeted with mixed moods and feelings. The euphoria just could not be hidden among students who excelled — screams and tears of joy. For those who didn’t do well, the disappointment on their faces said it all.
Teachers and administrators rejoice when their students deliver the expected, or better than expected, results. It is motivating and satisfying to see their students pass with flying colours. They are quick to conduct a post-mortem on the performance and make bigger projections for the year ahead.
This is also the time when parents compare the performance of their children with that of an older sibling, while teachers compare performances with that of past students, and students of other schools. Though I am not an advocate of this practice, it seems the easiest and fastest method to gauge the performance of one student or school against another.
Old habits die hard. The million-dollar question echoes and fills the air: “How many As did you get?” Teachers, parents, relatives and the neighbours all want to know. It can be frustrating, especially if you haven’t performed well. It’s the As that matter, and nothing else.
Sometimes, too much emphasis is placed on SPM. After all, it is just the official end of secondary education, and in no way signals the end of the pursuit of education. In fact, it has just begun.
When I finished my secondary education in the 1970s, there were limited opportunities for further education. Form 6 was offered to the few who had excellent results. The Form 5 certificate was good enough to become soldiers, policemen, teachers, hospital assistants and nurses.
Most families weren’t able to support education at foreign universities. If one was not able to make it to a local university, then the only option was to look for a job. Training was provided once you were chosen for a job. For example, teachers were given three years of training at teacher training colleges to equip them with the required knowledge and skills.
There weren’t as many opportunities for furthering one’s studies as there were too few universities and colleges. Besides government scholarships, there were few avenues for seeking financial assistance to study.
The scenario today is very different. Our students have a range of options to choose from: matriculation, foundation, Form 6, polytechnics, colleges and universities. There are opportunities for further education for those who are academically inclined and just as many courses which are skill-based for others.
Students these days are very advanced and make early plans for their future. No time is wasted. While waiting for the official results to be released, some have embarked on pre-university courses based on projected results.
The real challenge is now. They are in charge of their own destiny from here on. They need to take up courses they are sure to complete, do in-depth study on job prospects, set a time frame for completion, and plan their finances well. They must make the most out of the support from the government and private sector which provide aid in the form of bursaries, scholarships and education loans.
Secondary education is a platform, albeit a pivotal one, to tertiary education, where students chart their future according to their interest, ability and intellectuality.
The real challenge lies ahead when they step foot in colleges and universities. This is where the moulding of a fine, cultured, knowledgeable and skilled individual reaches its completion.
I urge all students to explore all the educational opportunities in this borderless world and make informed choices, even if it
means they take the road not taken by others.
JAGINDER SINGH,
Batu Gajah, Perak