-NiE ,
ADVANCED
NiE Activity 1 ● Identify ● Reason
● Organise
Problem solving ● Question ● Research
● Recreate
11
Skills can be a lifesaver
Living skills for the real world
Critical thinking
1 NOVEMBER 2017
Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent
COOKING, plumbing, changing a light bulb or a car tyre – how many of us can say we have the skills to get the job done? Yet, these are some of the skills that are important in day-to-day living. Sure, we can get someone to do the work for us. But isn’t it much more convenient if we could at least pick up the basic skills? Imagine having to call a plumber to fix a burst pipe in the middle of the night!
NiE Activity 2 Communicating ● Oral ● Written
● Aural
Collaborating ● Listen
Critical thinking
● Compromise
● Contribute ● Attain goal respectfully
● Identify
In groups of four, pick a life skill that you need to improve on. For example, applying a tourniquet to stop bleeding. Do some research to help you develop a better understanding of how to get it done. Then, using words and pictures from The Star, create a step-by-step guide on a sheet of A3 paper. Finally, stick your work on the classroom wall and do a gallery walk. Give your friends’ work a rating from one to five stars (with five being the most user-friendly guide).
Creative thinking ● Imagine ● Connect ● Brainstorm
● Reason
Communicating ● Oral
Collaborating ● Listen
● Aural
● Compromise
● Contribute ● Attain goal respectfully
Read the article below.
Skills course empowers Rohingya refugees PETALING JAYA: When she first arrived in Malaysia, Rohingya refugee Rahana Nur Salam couldn’t imagine how she and her family would survive. But now, Rahana, 29, is rebuilding her life with the help of PieceWorks Vocational Training Centre. She is among the first batch of refugee women who have graduated with a certificate in baking after completing a course aimed at skills training and capacity building. The Kedah-based centre is run by the non-profit social enterprise arm of New Thessalonian Apostolate (NTA). Rahana and her coursemates have received their certificates in baking, along with a new set of baking tools, at a graduation ceremony in Alor Setar recently. It was a bright moment for the Rohingya community here. Rahana was one of thousands who fled Myanmar in rickety boats and made perilous jungle treks. Many face limited options and legal challenges in finding ways to support themselves and their families, said NTA founder and director-general Dave J.
Kameron in a statement. In the statement, the NTA said it planned to offer basic training in skills such as sewing and automotive repair to help the men and women from the Rohingya refugee community support themselves and their families. The Certificate in Baking is the first in a series of courses under its vocational training programme. PieceWorks is now developing a complementary programme aimed at helping its course graduates find work. “We are in talks with a blue collar job matching platform and are actively looking into finding partners with whom we can develop CSR-based initiatives for workshops and skills training. “We are also looking for retail platforms through which we can eventually sell and market products made by entrepreneurs within the community,” said its executive director of external affairs Sherril Netto Vijayan (Sunday Star, Sept 10, 2017)
Part B
Part A
Apart from baking, sewing and automotive skills, what other types of training do you think the refugees could be given in order to help them make a living for themselves and to be an asset to our community? Brainstorm ideas in groups of four.
In groups of four, imagine you are working for a blue-collar job matching company. You have been asked to come up with a list of five potential jobs and course recommendations for the Rohingya community. Look in The Star for relevant information to help you complete the table below.
Job name
Job nature
Skills needed
Training/course recommendation
Types of vocational training for the Rohingya community
Blue-collar workers work in industry, doing physical work, unlike white-collar workers, who work in offices. Finally, present your recommendations, with explanations of your choices, in class. As a class, decide on the top three recommendations that have a realistic chance of being carried out.