In a recent interview, National Union of Teaching Profession (NUTP) secretary-general Lok Yim Pheng talks about the trials and tribulations that besiege the teaching profession.

Malaysiakini: Recently teachers sent a proposal to the Education Ministry asking for an overhaul of the education system. Is the situation really that bad? What prompted this?

Lok Yim Pheng: Looking at the situation in schools, we see why teachers write to the ministry voicing grievances. In fact, I just got a call from a teacher who's unhappy over certain things.

The biggest problem teachers face is the heavy workload. Teachers are very unhappy and stressed when working in an environment where - besides their core business of teaching - they have more duties such as clerical work while running and attending ad-hoc programmes.

The education ministry is trying to reduce the workload by setting up a task force to address the issue.

(According to Lok, the workload here involved more examination related programmes, extra teacher and student training programmes, extra classes, motivational programmes, preparatory programmes, many other ad-hoc programmes resulting from government drives like the anti-dadah and anti-smoking campaigns.)

Teachers also feel the need to change the education system where children shouldn't be sent to school to only obtain all As in exams. It all seems to be about how many As parents want from their children What about extra curricular activities and sports? There should be a balance in all. There must also be programmes involving the arts and music. These are natural programmes for growing children.

Psychological, spiritual and physical dimensions should also exist.

It is saddening to see the current school system where teachers don't teach the actual syllabus but are more focussed on the examination proper. Teachers should also be given more contact time with students to encourage better understanding between them.

Many students leave school, after about 11 years of studies, without specific skills to cater for the needs of the job-market. Some groups of students can't afford to further their studies and need to work early on. However, they may not have the necessary skills catered for the market.

As such, models such as vocational schools are very important. Furthermore, recent SPM results have shown that technical and vocational schools are doing better than other schools.

Currently more Malay students are being sent to vernacular (especially Chinese) schools. Is there a loss of confidence among parents in national schools?

All I have to say is national schools have to buck-up.

Why are teachers reluctant to join unions? How many members does NUTP have now?

NUTP has 130,000 members, which is 45 percent of the teaching workforce in West Malaysia. This number is increasing. We have representation from different schools, colleges, the ministry and universities.

NUTP is a strong union. We are the largest teachers union. There are many teachers unions. When deciding on which to join, the teacher has to weigh what benefits they are able to obtain from the union.

We have a strong welfare fund. Over RM2.5 million has been accumulated so far. It is used to contribute to members who need assistance. We also have an attractive insurance scheme. This has attracted many members.

There have also been cases where we have given legal protection to teachers. We're also a very unique outfit as we're multi racial just like the Barisan Nasional model. The various races can sit together and work towards one purpose and objective.

Please comment on racial problems in schools involving both teachers and students.

Can't say there is a general racial problem but there are some problems in specific schools.

In terms of disciplinary problems, these are being controlled now but, depending on location, some schools have situations that are quite worrying.

We have reports from teachers who are threatened by students, parents and outsiders. Teachers have to make police reports when threatened. Teachers' cars are scratched and burnt. This happens when they reprimand students.

This has been happening for many, many years. It's not something new in society. There needs to be a stricter enforcement of rules - by the ministry and the police - against delinquents.

But of course transferring those, who are deemed trouble makers, to another school will not solve the problem. Like we've suggested to the ministry, they should have special schools for those with disciplinary problems coupled with a separate syllables.

Specifically trained teachers should be placed in the schools to educate them. Sometimes only a handful of bad apples disrupt the school's harmonious environment. Surprisingly, city schools seem to record more disciplinary problems. Parents, teachers and principals should be fully committed to handle the problem.

Please comment on teachers conducting tuition classes on the side. Do they deliberately teach poorly in school merely to obtain tuition students and earn an extra income?

There seems to be a wrong perception about this issue. There is a ruling that no teacher can teach their own pupils from their school classes, privately.

See, students these days really need tuition. It's especially necessary for slow learners.

This is because the number of students in a class now is too big. Often there are about 55 children to a teacher in a class. How are we, as teachers, going to handle this number. One can't expect effective teaching from this.

NUTP emphasises that classes should have smaller number of students to effectively educate and instill unity among pupils. A classroom of about 20 to 25 students would be more harmonious.

Are teachers paid enough?

If compared to the private sector, their wages are still very low.

A non-graduate teacher gets a starting monthly salary of RM1,124.57 while a graduate teacher initially earns RM1,474.65 per month. There is a yearly increment of about RM40. These rates are the same across the country.

These rates are low especially for teachers in a metropolitan city. This is why there is a great migration of teachers going back to their hometowns to teach. They cannot bear the high costs of living in larger towns and cities.

Some teachers are forced to work part-time as tuition teachers, taxi drivers, working at markets, and doing direct-selling.

It's been three years since the introduction of teaching of Maths and Science in English. What results have there been, if any?

English levels are improving but one cannot expect drastic changes so soon.

Is there favouritism practised in the teachers' promotion system?

No favouritism as such. The government has now introduced a new system of promotion. The new system is good as it overcomes the previous problem of abuse as promotion was solely left in the hands of the principal. Now there are tests to be passed.

The problem is junior teachers don't have difficulties passing these tests but senior teachers do. They are rusty when it comes to sitting for examinations. The exams, which I would describe as general-knowledge-based competency tests, are difficult to pass as well. It's a burden to them.

These teachers are already doing a good job in school. They are performing well. They are leaders and sometimes principals in school. NUTP recommends that senior teachers - especially those with less than five years till retirement - be exempted from the examinations. Why can't the government recognise their contributions?

Further, the promotion process takes time where it can take a while to be scheduled for the exam and then a further wait for results. Limited numbers are allowed enrollment for courses and exams, at any one time, so some may have to wait for years. The senior teachers may even reach retirement before the process is completed.

How much truth is there to claims that principals conduct text book sales schemes? Do some make it compulsory for students to purchase books which principals get cheaper from publishers but sell at a higher cost?

Students are being made to buy too many books in school. That should stop.

How long have you been a member of the NUTP?

Twenty-eight years. I joined soon after becoming a teacher.

And as secretary-general?

Two years

Do you still teach?

No, I'm a full time officer of the public service department.

How do you juggle your time between family and work?

I manage to spend quality time with my family. But I do spend most of my time on union work.

Talk about some frustrations and restrictions you faced in the post?

I feel very sympathetic towards teachers who come to me with problems. Sometimes they are victimised by certain authorities. I feel down and frustrated when I cannot help a teacher because of bureaucracy.

In terms of senior teachers and promotions, the union will do our best to help them and I will sincerely assist them even though there are constraints. I will pursue the matter until I get an answer. That's the job satisfaction I get. I don't think of popularity but priorities.

What are the other things that need addressing?

Well, the government should equip schools with more facilities - especially basic needs - and create more infrastructures. There aren't enough schools. Build more schools, more labs and utility rooms.

We also demand that the government provide each teacher with a table and a chair in the teachers' room (not classroom). At the moment they have to share space - even during same time-sessions.

Teachers should also be given more working materials. Even things like a ballpen to mark papers, etc. It's unfair that they already earn so little and then they have to pay for their own working materials.

Interest-fee loans for teachers to buy computers and lap-tops is also important. The blackboard system should also be changed to whiteboards.

More attention must be given to schools in the rural and remote areas. Education is a right for all. Things like transport and financial aid must be given to the Orang Asli (indigenous peoples).

Finally, teachers should be treated with dignity.

All work and low pay make teachers a dull lot