POLICY 2:

EMPOWERMENT OF STUDENTS THROUGH MENTORING

EMPOWERMENT OF STUDENTS THROUGH MENTORING

Mentoring strengthens openness and trust in guiding students through their challenges, which can transform their education experiences to be engaging and meaningful. (1)

Students who undergo mentor-mentee programmes where they receive guidance from good role models experience an enhanced sense of self-esteem, confidence, and skillfulness. (2)

Psychological, emotional. and mental health

Situation

There is a rising crisis among young adults suffering from mental health issues such as suicidal thoughts, anxiety, and depression as a result of having to juggle academic obligations in a new endemic, among other factors in one’s environments.

According to Sundarasen et. al (2020), it is clear that the endemic’s unstoppable psychological and societal effects are unavoidable, and it is vital to take steps to build resilience and cope with such devastating consequences. Students now feel hopeless and helpless in the sense that they lack social interactions and supportive environments to confide in others.

Solutions

Provisions of:

Counselling/mentoring session (1). Peer support group (2). Parental engagement (3). Social-emotional learning courses/workshops (4).

Self-discovery

Situation

There is no denying that the endemic is altering not only the educational landscape but also the future world of labour for which kids are being prepared. It is very much unclear if students in virtual or hybrid learning environments are picking up these soft and hard skills during the endemic, especially the most vulnerable students from the B40 group.

In an endemic, students lack access to get any exposure for their future career pathways because there are limited workshops held virtually. Virtual workshops are usually less likely to reach underprivileged students since they have other problems such as the lack of Internet access, proper devices, as well as connections with figures who may influence them for the better in terms of their career.

Solutions

Free capacity-building workshops regarding education and career pathways are to be initiated and extended to the targeted groups (1). Following this, we help them with goal setting and expose them to the industry that they might take interest in (2). Virtual events are to be held to visit universities locally and globally (3). Role-modelling from influential people is to be promoted to help students in terms of hope and motivation (4).

Development of soft skills

Situation

The restrictions of sports and extracurricular activities during the endemic have further aggravated the student experience where they have little to no experience in exploring diverse interests and broader perspectives.

The absence or lack of extracurricular activities among students affects them in a way that some of them might have lost their identity because these outside-of-class activities otherwise are avenues for them to build soft skills that are crucial in the latest century.

Solutions

Provisions of:

Online co-curricular activities and courses to help students explore diverse interests (1). Self-leadership courses or camps (2). Online competitions (3).

Development of hard skills

Provisions of:

Digital literacy courses - Digital literacy is the ability to navigate our digital world using reading, writing, technical skills, and critical thinking. It means using technology—like a smartphone, PC, e-reader, and more—to find, evaluate, and communicate information. Software skills (i.e. Excel, PowerPoint etc) are to be taught to enhance adaptation to the situation (1). Global citizenship courses - Global citizenship is about equipping young people with the skills, expertise and outlooks they need for their future. It is about giving them the competence and the ability to actively engage in making the world they will live in as adults a fairer and more sustainable place.

By combining both theory and practical examples, learning will focus on:

Exploring and sharing perspectives on global citizenship as an educational tool (1). What is meant by ‘interdependence’ and its centrality to thinking about global citizenship (2). The five core global citizenship themes and how these tie into the framework (3). Techniques and activity ideas for teaching the subject in the classroom (4). How to consolidate one’s learning and put together an action plan to enhance teaching global citizenship at a school (5). Practical ways to work collaboratively with international partners (6).

Career Pathways and Exposure to Industry-Ready Approaches

Situation

Early career experience is critical in guiding students’ future job choices. Introducing students to a wide range of professional alternatives is a fantastic method to give them agency over their career choices. However, with the historic shutdown of schools and other education sectors, students are less likely to get exposed to many opportunities that could inspire them to remain engaged and motivate them to strive for success. There are multi-dimensional barriers for students (specifically from the B40 group) for the future of their work.

Solutions

Platforms are to be offered for students to get engaged with corporate life, business, and industries that they want to venture into in the future (1). Practical knowledge is to be provided to build their profile and learn new skills (2). They will get to connect with industry leaders, school alumni, and role models by having sharing sessions and networking sessions (3).

REFERENCES

(1) Southern, N. L. (2007). Mentoring for transformative learning: The importance of relationships in creating learning communities of care. Journal of Transformative Education, 5(4), 329-338.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.855.737&rep=rep1&type=pdf

(2) anak Guntol, J., & Kutty, F. M. (2020). Program Mentor Mentee Dalam Meningkatkan Konsep Kendiri Pelajar Sekolah Menengah. Jurnal Dunia Pendidikan, 2(2), 97-109.

https://myjms.mohe.gov.my/index.php/jdpd/article/view/9688

(3) Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337-356.

https://www.researchgate.net/publication/250145508_Mentoring_Students_Conceptualizing_and_Validating_the_Multi-Dimensions_of_a_Support_System

(4) Sundarasen, Sheela. “Psychological Impact of COVID-19 and Lockdown among University Students in Malaysia: Implications and Policy Recommendations.” 27 August 2020.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7504527/