Rural schools poor achievement in English who is to be blamed

   We always blame others when the rural schools Exam result is out. How many of us try to find solution or help the school to get better or improve the result. Let us find out, how many administrators are English medium or competent in English. The teachers who are not competent  or not exposed to the basic learning skills , how are they going to help the students to excel or to get better result.

    

              How many rural secondary school Principles are competent in English and how many of them are multi lingual or biligual. In Malaysia most of the administrators are selected based on the seniority and being how influential they are. Only the Non Muslims are selected based on their Competency in English and the school really shows improvement in the language. 

                      

              The sad story is most of the rural secoundry school administrators really dunno anything about teaching of English in Schools, because most of them from Malay medium and they never take initiative to be competent or to be fluent in this language, so its not surprising that , they simply appoint any one whom they like to teach this subject.

And the person who has been appointed simply teach what they want and the students  competent, interest and environment not given consideration. 

            To most of the rural kids, English is some sort of an Alien Language which is very difficult to learn because the Teacher makes it difficult for the child, so the children are confused with several teachers  approach and methodology, so they choose to escape from school when they enter upper secondary. These children choose skill studies which gives them opportunity to display their skills in various fields in a different environment, which do not require them them to apply language skills.