Chapter 1 - Report of the Education and Public Relations Group and school staff is not standardised, with salaries varying from RM200-1,200 per month. Some teachers are paid RM200-450, placing them in the hardcore poor category. (ii) Hostel facilities All the premises visited were found to have access to basic amenities such as clean water and electricity supply. However, some of the buildings are overcrowded, uncomfortable and unsafe for children. The hostels lack many facilities; if these exist, they are not well maintained. Cleanliness of the premises is another area of concern. The children are therefore deprived of the right to a safe, comfortable, clean and cheerful place to live, and to a reasonable amount of privacy. (iii) Teachers’ qualifications The majority of schools that are not registered with the MOE do not have the services of trained teachers. Most of the teachers do not have formal training and rely on their experience and observation of fellow-teachers in conducting lessons. They lack the necessary knowledge of pedagogy, child psychology, child development and other skills to be effective teachers, thus depriving the children of quality education. There is almost no systematic monitoring by the relevant agencies. To enhance the professionalism of teachers, the schools conduct in-house training by inviting trained teachers, senior teachers and lecturers. The Commission was informed that the MOE’s Teacher Training Division and the State Islamic Religous Department have organised ad hoc short courses but not all the teachers have been able to attend these. (iv) Heavy workload for students The religious schools registered with the MOE conduct lessons based on the national curriculum as well as that prepared by the State Islamic Religous Department. The students sit for the national public examinations (PMR and SPM) as well as a special examination on religious studies that is managed by the State Islamic Religous Department. The Commission is of the opinion that this system is too taxing on the children and impinges on the right of the children to recreational activities. (v) Co-curricular activities Most schools do not have a proper place for recreation and sport, which are also accorded low priority, in particular for students who stay in hostels. Students need opportunities to play and socialise for total personal development, character building and self-confidence. As most teachers are not professionally trained, they are not able to mentor the children through co-curricular activities. (vi) Financial and material aid All the schools visited had received financial aid from the MOE in 2011. However, up to October of the year under review, the schools had yet to receive any financial aid. The grant is for management, infrastructure, teacher-training and library facilities. 23