Reflecting on NST Jan 19, 2006's Commentary by Abdul Razak Ahmad entitled "COMMENT: ‘Ideal’ schools face multi-culturalism woe" (see below for full article) I am still trying to understand the objectives of the introduction of Mandarin and Tamil in schools. Here are some of my thoughts.
Too much effort to facilitate multi-culturalism?
Of late much of the local news talks about the need to enhance multi-culturalism in schools. There is to some extent admission that the Sekolah Kebangsaans are too centered on a particular race and religion and this gives a not-so-positive perception of these schools. Hence, the MOE is trying to address this perception, on reason is the introduction of the Mandarin and Tamil classes (an initiative hit the wall due to shortage of teachers). How will it be introduced and who will learn them? Will be similar to the POL lessons we had back in the 70's? The bigger question is how will be the multiculturalism be enhanced with the introduction of these two languages?
I think this is a "hit and miss" situation. Firstly, I think parents who send their children to Chinese schools (particularly) and Tamil Schools do so not because of language alone. In the case of Chinese schools, it is the perception that they are more discipline when it comes to learning maths and science - better for students, language is secondary - at least this is what I understand. This is the main reason non-Chinese sends their children to schools from what I gather. Another reason is the perception that the Sekolah Kebangsaans tend to be "too Islamic" and non-muslim parents would not want to send their children there. Can the mere introduction of the Mandarin and Tamil lessons be able to address this. Is this an effort balance numbera of the Malays-Chinese-Indian ratio in the Sekolah Kebangsaans merely to statistically demonstrate schools are multi-cultural?
I personally feel that there is not enough effort to really build bridges across the cultures. It seems that there are just too much effort to encourage assimilation of cultures but not enough effort put to promote inter-cultural appreciation.
Perhaps the MOE needs to do a poll and get real feedback from the ground to hear from the parents (and students) what they feel and what they want.
What about academic, personal and spiritual development?
The bigger picture which I feel the MOE needs to really address is this - are our schools churning individuals who are developed (at least prepared) to be academically, socially and spiritually round? Is our current education system really helping our future generation be thinking, mature people. Perhaps this is the common denominator that cuts accross all racial and cultural changes, perhaps we should all start thinking about our children's future and not get too caught up in the multiculturalism thingy.
Are we providing wholesome enough and all rounded education to our children to be better people?
Regards,
KV
Link to NST Jan 19, 2006's Commentary by Abdul Razak Ahmad entitled "COMMENT: ‘Ideal’ schools face multi-culturalism woe"
INTERCONNECTIONS. Everything is connected, somehow.
Wednesday, February 01, 2006
Sunday, January 29, 2006
Thursday, January 19, 2006
COMMENT: ‘Ideal’ schools face multi-culturalism woe By ABDUL RAZAK AHMAD
Source: NST Jan 19, 2006 http://www.nst.com.my
COMMENT: ‘Ideal’ schools face multi-culturalism woe By ABDUL RAZAK AHMAD
The introduction of Mandarin and Tamil in schools nationwide has been
delayed by a shortage of teachers. The bigger hurdle to the Government’s
noble effort to make national schools more appealing to all races will be to
overcome entrenched stereotypes about what multi-culturalism should mean in
Malaysia, writes ABDUL RAZAK AHMAD. IS it possible to build a school that
can truly unite multi-ethnic and multi-religious Malaysia while catering to
its diversity?
Such a school would have to offer a single national curriculum. But it would
also have to be one where Chinese pupils could learn Mandarin; Indians,
Tamil; and Malays could delve into Arabic, learn Jawi and gain in-depth
knowledge about Islam. And where any one of them could study each other’s
languages out of interest.
This "ideal" Malaysian school is what the Government is trying to establish.
It is attempting this through a move to empower the 5,789 national schools
nationwide (See box).
They are to be moulded into the school of choice and promoted as the best
medium to foster greater tolerance and understanding.
But some things are easier in theory than in practice.
Some of the proposals to make national schools more popular are going
smoothly, such as the introduction of JQAF (jawi, al-Quran, Arabic and
fardhu ain) for Muslims.
The subject was introduced in stages last year and will be taught in over
1,235 schools this year.
But the introduction of Mandarin and Tamil has hit a snag. It may well prove
to be the trickiest measure to accomplish.
Last year, Prime Minister Datuk Seri Abdullah Ahmad Badawi announced the
introduction of the two languages as electives.
The programme was supposed to have been implemented in stages this year, but
the roll-out has been delayed and scaled back.
The syllabus is being tweaked, and a pilot project involving selected
schools will only begin next year. The earliest date for full implementation
is 2008.
No reason has been given for the delay. Ministry officials have declined to
comment, but earlier reports quoted sources citing teacher shortage.
Is this really the case?
"I don’t think so. The Government has various options to secure the teachers
needed," said Lok Yim Pheng, secretary-general of the National Union of the
Teaching Profession.
MCA education bureau chairman Senator Lee Sing Chooi offered some
suggestions:
The first is to rope in unemployed graduates; the second is to hire foreign
teachers from China and India; the third is to employ Malaysian graduates
from Chinese or Taiwanese universities; and the fourth is to train those who
studied in our independent Chinese schools.
"Getting the teachers should not be a problem. There are many ways we can
overcome a shortage."
Resolving the teacher shortage could be the easy part in making national
schools attractive to all races.
A larger problem is the potential ethnic and political sensitivities about
multi-culturalism in Malaysia.
Tan Sri Murad Mohamad Noor, a former director-general of education, cited
one recent example of a well-meaning initiative embroiled in controversy, a
fate he worries could also befall the Mandarin and Tamil initiative.
When the Government announced a switch from Bahasa Malaysia to English as
the medium of instruction for Mathematics and Science, some protested,
claiming that the policy ran counter to the interests of their particular
community.
"The debate over the language switch became politicised. You had groups
making all sorts of demands, putting the Government in a spot.
"That was unfortunate, but that is what often happens. Issues relating to
language and education often end up being hijacked," said Murad.
He now heads a committee of education experts set up by the Government to
study how national schools can be made more attractive.
Another hurdle is changing entrenched attitudes about what the national
school system in Malaysia is all about.
Many principals and teachers believe national schools should reflect the
diversity of their pupils, yet some introduce Islamic and Malay practices
into their schools.
One reason why non-Muslim parents are not eager to send their children to
national schools is because these practices create an atmosphere that leaves
them uncomfortable.
They include reciting doa (supplications) in some school assemblies and
mandating the wearing of baju kurung for all female pupils on Fridays in
some schools — indicating low awareness of the sensitivities of non-Muslims.
Murad said some national schools, especially those in rural areas, put too
heavy an emphasis on "Malayness" because teachers and staff feel they have
to cater to the demands of society.
"They forget that rapid urbanisation is changing the landscape of society.
Schools need to reflect this but, unfortunately, the general atmosphere in
some national schools leaves much to be desired."
As Universiti Pendidikan Sultan Idris Associate Professor Dr N.S. Rajendran
puts it, teacher training institutes "are not doing enough to train our
teachers across the board in terms of our multi-cultural education and how
to handle students of multi-cultural backgrounds".
He referred to the 1956 Razak Report on Education, which clearly stated the
need to foster multi-culturalism in schools.
"The policy on multi-culturalism was very clearly stated from the beginning,
but even now, our teachers are not prepared," he adds.
Changing entrenched attitudes not only takes time, but also has to happen at
the right level.
"Policy-makers can talk all day about the importance of fostering greater
multi-culturalism, but at the end of the day, that change needs to happen at
the school level, because it is the teachers who will make all the
difference."
Murad said any debate over the introduction of Mandarin and Tamil must keep
in mind the programme’s ultimate aim: to prepare Malaysia’s younger
generation for a rapidly changing future.
"Some argue that we have fine outstanding citizens who were products of the
present school set-up, so why change anything?
"That may be true, but we must also ask ourselves whether our present school
system is able to prepare our children for the future," Murad added.
Ultimately, yes, this is how the initiative to teach Mandarin and Tamil in
national schools should be seen.
"It must be about giving non-Malay pupils an opportunity to learn their
native language," said Dr Rajendran. "It should be about providing an
opportunity for pupils to learn to respect each other.
"It is important that the two elective subjects be promoted not only among
Chinese and Indian pupils but among all pupils in national schools.
"Our dream is to see national schools with a Malay teacher teaching Tamil
and an Indian teacher teaching Mandarin. "That would greatly reflect what
being multicultural in this country is about."
Unfortunately, the only thing standing in the way of achieving this goal is
the pockets of narrow-mindedness about what multi-culturalism means for
Malaysia.
© Copyright 2006 The New Straits Times Press (M) Berhad. All rights
reserved.
COMMENT: ‘Ideal’ schools face multi-culturalism woe By ABDUL RAZAK AHMAD
The introduction of Mandarin and Tamil in schools nationwide has been
delayed by a shortage of teachers. The bigger hurdle to the Government’s
noble effort to make national schools more appealing to all races will be to
overcome entrenched stereotypes about what multi-culturalism should mean in
Malaysia, writes ABDUL RAZAK AHMAD. IS it possible to build a school that
can truly unite multi-ethnic and multi-religious Malaysia while catering to
its diversity?
Such a school would have to offer a single national curriculum. But it would
also have to be one where Chinese pupils could learn Mandarin; Indians,
Tamil; and Malays could delve into Arabic, learn Jawi and gain in-depth
knowledge about Islam. And where any one of them could study each other’s
languages out of interest.
This "ideal" Malaysian school is what the Government is trying to establish.
It is attempting this through a move to empower the 5,789 national schools
nationwide (See box).
They are to be moulded into the school of choice and promoted as the best
medium to foster greater tolerance and understanding.
But some things are easier in theory than in practice.
Some of the proposals to make national schools more popular are going
smoothly, such as the introduction of JQAF (jawi, al-Quran, Arabic and
fardhu ain) for Muslims.
The subject was introduced in stages last year and will be taught in over
1,235 schools this year.
But the introduction of Mandarin and Tamil has hit a snag. It may well prove
to be the trickiest measure to accomplish.
Last year, Prime Minister Datuk Seri Abdullah Ahmad Badawi announced the
introduction of the two languages as electives.
The programme was supposed to have been implemented in stages this year, but
the roll-out has been delayed and scaled back.
The syllabus is being tweaked, and a pilot project involving selected
schools will only begin next year. The earliest date for full implementation
is 2008.
No reason has been given for the delay. Ministry officials have declined to
comment, but earlier reports quoted sources citing teacher shortage.
Is this really the case?
"I don’t think so. The Government has various options to secure the teachers
needed," said Lok Yim Pheng, secretary-general of the National Union of the
Teaching Profession.
MCA education bureau chairman Senator Lee Sing Chooi offered some
suggestions:
The first is to rope in unemployed graduates; the second is to hire foreign
teachers from China and India; the third is to employ Malaysian graduates
from Chinese or Taiwanese universities; and the fourth is to train those who
studied in our independent Chinese schools.
"Getting the teachers should not be a problem. There are many ways we can
overcome a shortage."
Resolving the teacher shortage could be the easy part in making national
schools attractive to all races.
A larger problem is the potential ethnic and political sensitivities about
multi-culturalism in Malaysia.
Tan Sri Murad Mohamad Noor, a former director-general of education, cited
one recent example of a well-meaning initiative embroiled in controversy, a
fate he worries could also befall the Mandarin and Tamil initiative.
When the Government announced a switch from Bahasa Malaysia to English as
the medium of instruction for Mathematics and Science, some protested,
claiming that the policy ran counter to the interests of their particular
community.
"The debate over the language switch became politicised. You had groups
making all sorts of demands, putting the Government in a spot.
"That was unfortunate, but that is what often happens. Issues relating to
language and education often end up being hijacked," said Murad.
He now heads a committee of education experts set up by the Government to
study how national schools can be made more attractive.
Another hurdle is changing entrenched attitudes about what the national
school system in Malaysia is all about.
Many principals and teachers believe national schools should reflect the
diversity of their pupils, yet some introduce Islamic and Malay practices
into their schools.
One reason why non-Muslim parents are not eager to send their children to
national schools is because these practices create an atmosphere that leaves
them uncomfortable.
They include reciting doa (supplications) in some school assemblies and
mandating the wearing of baju kurung for all female pupils on Fridays in
some schools — indicating low awareness of the sensitivities of non-Muslims.
Murad said some national schools, especially those in rural areas, put too
heavy an emphasis on "Malayness" because teachers and staff feel they have
to cater to the demands of society.
"They forget that rapid urbanisation is changing the landscape of society.
Schools need to reflect this but, unfortunately, the general atmosphere in
some national schools leaves much to be desired."
As Universiti Pendidikan Sultan Idris Associate Professor Dr N.S. Rajendran
puts it, teacher training institutes "are not doing enough to train our
teachers across the board in terms of our multi-cultural education and how
to handle students of multi-cultural backgrounds".
He referred to the 1956 Razak Report on Education, which clearly stated the
need to foster multi-culturalism in schools.
"The policy on multi-culturalism was very clearly stated from the beginning,
but even now, our teachers are not prepared," he adds.
Changing entrenched attitudes not only takes time, but also has to happen at
the right level.
"Policy-makers can talk all day about the importance of fostering greater
multi-culturalism, but at the end of the day, that change needs to happen at
the school level, because it is the teachers who will make all the
difference."
Murad said any debate over the introduction of Mandarin and Tamil must keep
in mind the programme’s ultimate aim: to prepare Malaysia’s younger
generation for a rapidly changing future.
"Some argue that we have fine outstanding citizens who were products of the
present school set-up, so why change anything?
"That may be true, but we must also ask ourselves whether our present school
system is able to prepare our children for the future," Murad added.
Ultimately, yes, this is how the initiative to teach Mandarin and Tamil in
national schools should be seen.
"It must be about giving non-Malay pupils an opportunity to learn their
native language," said Dr Rajendran. "It should be about providing an
opportunity for pupils to learn to respect each other.
"It is important that the two elective subjects be promoted not only among
Chinese and Indian pupils but among all pupils in national schools.
"Our dream is to see national schools with a Malay teacher teaching Tamil
and an Indian teacher teaching Mandarin. "That would greatly reflect what
being multicultural in this country is about."
Unfortunately, the only thing standing in the way of achieving this goal is
the pockets of narrow-mindedness about what multi-culturalism means for
Malaysia.
© Copyright 2006 The New Straits Times Press (M) Berhad. All rights
reserved.
Sunday, January 15, 2006
I cannot help but to put my thought on the the case of Ranveer Singh, a fifth former in the school in Batu Gajah. The principal of the school ordered him to shave off his facial hair. When his father appealed, the principal did not even want entertain him, and asked him to transfer to another school if he is not happy (The Star, Jan 13, 2005).
I cannot but wonder why such an issue ever arose in the first place. When we were in school in the seventies to the early eighties, we did not have such a problem. We had traditional Sikhs (full turban, complete with facial hair and all), moderate Sikhs (much simpler turbans) and modern Sikhs (without turbans). We had no problem, our teachers had no problems, our headmaster surely did not have a problem. They respected the religious beliefs. More importantly, we did not thought of our friends and Sikhs - just friends. The school saw them as students - not Sikhs. We had good times and till today, I still keep in touch with my Sikh friends. We did however had a discipline teacher who walked round the school with a pair of scissors and was prepard to snip off the hair of any student whose hair was longer then stipulated in the school guidelines. Yes there were guidelines. They were fair and did not infringe on religious beliefs.
What happened over time? When did discipline guidelines got downgraded to such personal interpretation? Clearly the Ministry of Education's decision to allow Ranveer Singh to maintain his facial hair overrides the principal of the school's decision. Over time, aren't suppose to be a more integrated society, much stronger spirit of muhibbah?
It seems we are still not there yet. If I may add my two-sen worth, we have even taken a step back. From primary schools, the Vision Schools needed to be created. Why the need now? Parties have acknowledged that in local universities the racial divide is greater, from hostels to tutorial room interactions.
Then again, could it be just this particular headmaster? If so why? How can we remedy this?
More importantly, what will be our children learn and what will they be?
KV
I cannot but wonder why such an issue ever arose in the first place. When we were in school in the seventies to the early eighties, we did not have such a problem. We had traditional Sikhs (full turban, complete with facial hair and all), moderate Sikhs (much simpler turbans) and modern Sikhs (without turbans). We had no problem, our teachers had no problems, our headmaster surely did not have a problem. They respected the religious beliefs. More importantly, we did not thought of our friends and Sikhs - just friends. The school saw them as students - not Sikhs. We had good times and till today, I still keep in touch with my Sikh friends. We did however had a discipline teacher who walked round the school with a pair of scissors and was prepard to snip off the hair of any student whose hair was longer then stipulated in the school guidelines. Yes there were guidelines. They were fair and did not infringe on religious beliefs.
What happened over time? When did discipline guidelines got downgraded to such personal interpretation? Clearly the Ministry of Education's decision to allow Ranveer Singh to maintain his facial hair overrides the principal of the school's decision. Over time, aren't suppose to be a more integrated society, much stronger spirit of muhibbah?
It seems we are still not there yet. If I may add my two-sen worth, we have even taken a step back. From primary schools, the Vision Schools needed to be created. Why the need now? Parties have acknowledged that in local universities the racial divide is greater, from hostels to tutorial room interactions.
Then again, could it be just this particular headmaster? If so why? How can we remedy this?
More importantly, what will be our children learn and what will they be?
KV
Monday, January 09, 2006
Thoughts on Sunday Dhamma Class
It has been more than 10 years since I really gave Buddhist teachings, with the exception of one or two seminars and conferences. I guess a long break helped in gettting focus on key activities of my life. Rekindling the passion to learn and teach helps is something I wanted to do for a long while. Hence, I felt I was ready to return to teaching.
I volunteered to teach Sunday Dhamma school at a local Buddhist community and went straight for the Youth classes (form 2 and beyond). When I ageed to take the class, I felt that this group of student would be able to best appreciate my somewhat different approach and would be ripe for a much more socially-engaged Buddhism.
Well never mind all that. In this morning's class I was tested in my ability to first engage with student in the age group of 14 and above. The challenge to trying to understand the teenagers and get them interested to explore the values of the Buddha's teachings away from traditional sutta quoting and "Buddha said......." methodologies. The is just too much detatched lecture approach making Dhamma classes either too class room orientated hence causing the lessons to be another school lesson - something student are trying to shake off in the weekends. On the otherhand, there may be too much flexibility to please and address the student - putting in so-called fun activities. Both ways the value of Dharma can get watered down.
In my class, I had to confront the fact that almost all the students who were there attended the class because they felt "there was no choice". Their parents "forced" them to attend. Whatever the reason or reasons were none from the 14 students asked their parents why? When asked why did they not object or dialogue with their parents, one of them responded that it was out of "respect" not to question. Come from a background and training where I have often encouraged my kids to speak up, this response was a little bit a surprise to me.
Chinese in an Asian community often equate respect as fear and not trust. Respect goes both ways as well. I guess in the same manner Siddhartha respected his father, Sudhodana. Siddhartha questioned and made his decisions. Finally, Sudhodana accecpted and respected the path Siddhartha took. Respect is also not the blind violent objections to anything the parent brings-up.
One challenge for our youth is the ability to decide what they want and to be firm to go the whole nine yards and later communicating that mesage effectively. In order to decide, there must be opportunity where youths are given the opportunity to have right information with the appropriate exchanges and getting each other to understand.
As a parent, I feel the bigger challenge is the ability to gain the "mind share" of our children. Our society is a society where information (read: messages) are bombarded to us on a daily basis. From the start of the day, there is the radio. Besides spattering of news, most information are about trival stuff like celebrity gossips, songs and music. Just try listening to Light & Easy for a day and you will see what I mean. Now try flipping to Radio 4 and you have "matsallehs wanna-be" talking (mostly) rot. I wrote about this before in earlier articles. Television is not much different. Satisfaction of the advertisers is paramount. Some good documentry however, offers some ray of hope though.
Our lives are very much guided by these information and messages which is oftened aimed at making decision about lifestyle in the material world. Apart from mass media, the schools struggle to get into the minds of the students as well. Leaving little time and space for parents, what more Dhamma school teachers.
Hence, getting connected with students is really key. Once that done, communication willl begin to flow or at least meaningful dialogue....
I volunteered to teach Sunday Dhamma school at a local Buddhist community and went straight for the Youth classes (form 2 and beyond). When I ageed to take the class, I felt that this group of student would be able to best appreciate my somewhat different approach and would be ripe for a much more socially-engaged Buddhism.
Well never mind all that. In this morning's class I was tested in my ability to first engage with student in the age group of 14 and above. The challenge to trying to understand the teenagers and get them interested to explore the values of the Buddha's teachings away from traditional sutta quoting and "Buddha said......." methodologies. The is just too much detatched lecture approach making Dhamma classes either too class room orientated hence causing the lessons to be another school lesson - something student are trying to shake off in the weekends. On the otherhand, there may be too much flexibility to please and address the student - putting in so-called fun activities. Both ways the value of Dharma can get watered down.
In my class, I had to confront the fact that almost all the students who were there attended the class because they felt "there was no choice". Their parents "forced" them to attend. Whatever the reason or reasons were none from the 14 students asked their parents why? When asked why did they not object or dialogue with their parents, one of them responded that it was out of "respect" not to question. Come from a background and training where I have often encouraged my kids to speak up, this response was a little bit a surprise to me.
Chinese in an Asian community often equate respect as fear and not trust. Respect goes both ways as well. I guess in the same manner Siddhartha respected his father, Sudhodana. Siddhartha questioned and made his decisions. Finally, Sudhodana accecpted and respected the path Siddhartha took. Respect is also not the blind violent objections to anything the parent brings-up.
One challenge for our youth is the ability to decide what they want and to be firm to go the whole nine yards and later communicating that mesage effectively. In order to decide, there must be opportunity where youths are given the opportunity to have right information with the appropriate exchanges and getting each other to understand.
As a parent, I feel the bigger challenge is the ability to gain the "mind share" of our children. Our society is a society where information (read: messages) are bombarded to us on a daily basis. From the start of the day, there is the radio. Besides spattering of news, most information are about trival stuff like celebrity gossips, songs and music. Just try listening to Light & Easy for a day and you will see what I mean. Now try flipping to Radio 4 and you have "matsallehs wanna-be" talking (mostly) rot. I wrote about this before in earlier articles. Television is not much different. Satisfaction of the advertisers is paramount. Some good documentry however, offers some ray of hope though.
Our lives are very much guided by these information and messages which is oftened aimed at making decision about lifestyle in the material world. Apart from mass media, the schools struggle to get into the minds of the students as well. Leaving little time and space for parents, what more Dhamma school teachers.
Hence, getting connected with students is really key. Once that done, communication willl begin to flow or at least meaningful dialogue....
Friday, January 06, 2006
Children Not Important-lah
Someone has a heart! (Jan 7, 2006)
It is heartening to know that our leaders to care. In the NST today it is reported that the Chief Minister of Penang critized the developer, Motif Era for it action.
More importantly is what next? Can State Government do something positive and give priority to the education process of the children affected.
Children Not Important-lah (Jan 6, 2006)
Or is it that learning is not important.Or where is the heart? If you have read the story of SJK (C) Sin Chuan in Butterworth and how the developer, the owners of the land tried to tear down the school to make way for a "mixed development" (read: more money to make, school does not matter), you will begin to wonder where is the heart of the owner if this developer.
If anyone who lived in Seremban can recall, about 10 years ago a similar situation happened to the Tamil school of Convent Seremban. The poor primary schools students were still in the school when the workers began dismantaling the school. What happened in Butterworth is not the first time.
Executing the court's judgement almost immediately - giving little chance for any appeal to be made? Tearing the school down - while classes are going on? What is this? Never mind if the developers have rights to the land. Never mind if there are only 49 students there. How can they do this while classes are going on?
Couldn't the developers have done it during the school hoildays and give notice to the parents and schools? Maybe they have done that but. Maybe there were resistence but going ahead to tearing a school down on the third day of school with kids inside?
What's the priority? Where is the heart? WHERE IS THE HEART?
It is heartening to know that our leaders to care. In the NST today it is reported that the Chief Minister of Penang critized the developer, Motif Era for it action.
More importantly is what next? Can State Government do something positive and give priority to the education process of the children affected.
Children Not Important-lah (Jan 6, 2006)
Or is it that learning is not important.Or where is the heart? If you have read the story of SJK (C) Sin Chuan in Butterworth and how the developer, the owners of the land tried to tear down the school to make way for a "mixed development" (read: more money to make, school does not matter), you will begin to wonder where is the heart of the owner if this developer.
If anyone who lived in Seremban can recall, about 10 years ago a similar situation happened to the Tamil school of Convent Seremban. The poor primary schools students were still in the school when the workers began dismantaling the school. What happened in Butterworth is not the first time.
Executing the court's judgement almost immediately - giving little chance for any appeal to be made? Tearing the school down - while classes are going on? What is this? Never mind if the developers have rights to the land. Never mind if there are only 49 students there. How can they do this while classes are going on?
Couldn't the developers have done it during the school hoildays and give notice to the parents and schools? Maybe they have done that but. Maybe there were resistence but going ahead to tearing a school down on the third day of school with kids inside?
What's the priority? Where is the heart? WHERE IS THE HEART?
Thursday, January 05, 2006
Our Homeschooling Journey – Thoughts and Reflections
Starting Jan 3, 2006, Amrita, our eldest daughter, begins her own journey in learning process. She begins he life as a Primary 4 student in Kelana Jaya. Over the past 2 years Amrita has been persistently and consistently talking to us about experiencing the more structured learning environment in a school. At first, we thought it was the influence of her school-going friends and that she wanted to be with them. Perhaps it was partially the friends. At first, we put it aside and left things as it was. Over time, as she brought this matter up again (and again) it dawn us that she was serious. She was also consistent and most importantly she felt strongly about taking this path of formal educational experience.
As our mode of homeschooling is adopting the “unschooling” approach which basically respects the child’s decision and to put “trust our children” to guide us guide them in their educational experience, this approach led us to finally allow her to be enrolled in school.
We looked around the schools and we agreed that the current state of the public schools is out as we had to consider an environment where the transition from homeschooling can take place as seamlessly as possible. Through Sook Ching’s recommendation, we explored this private school – which pioneered the “fungate” education approach for pre-school students and has recently introduced primary education. We felt this school was closest to a smooth transition from homeschooling. Hence the beginning of Amrita’s schooling experience. She will complete her primary education and we will leave it to her if she feels she want to continue into secondary school or revert back to homeschooling later. We are prepared for that. Whatever it will be, we emphasized that she must go through certain process and not give up half-way. We are aware of the challenges, the shortcomings and that a lot of work needs to be put in. I guess Amrita is already aware of it. She is very excited and is looking forward to it.
Our families, both our parents were equally excited (and relieved that we have come to our senses – at least where Amrita is concern) as well. They have been helping in their preparation of the first day at school.
What are some of the thoughts that made use make this decision for Amrita. Firstly, Amrita’s persistence and consistency in articulating what she wants. Next, Amrita’s learning style. She is very academic inclined and love learning. With us, she asks very indepth questions and often go into very interesting discussions. She is also inclined to a more structured learning environment and feels comfortable with this approach. Most important to me was her desire to experience formal schooling – something we cannot deprive her from. The home schooling environment did not give her a chance to interact with other people as much as she would like to. Hence, we saw that she could not articulate her thoughts well outside our family environment.
So, what happens to Sam and Arian? Arian, is ok as he still has time. For Sam, the ocean seems too big and sky too high at this point in time. I guess it is still not the right time yet, even if she wanted to go into school now.
Some thoughts about homeschooling……. coming soon….
Wai Leng & K V
As our mode of homeschooling is adopting the “unschooling” approach which basically respects the child’s decision and to put “trust our children” to guide us guide them in their educational experience, this approach led us to finally allow her to be enrolled in school.
We looked around the schools and we agreed that the current state of the public schools is out as we had to consider an environment where the transition from homeschooling can take place as seamlessly as possible. Through Sook Ching’s recommendation, we explored this private school – which pioneered the “fungate” education approach for pre-school students and has recently introduced primary education. We felt this school was closest to a smooth transition from homeschooling. Hence the beginning of Amrita’s schooling experience. She will complete her primary education and we will leave it to her if she feels she want to continue into secondary school or revert back to homeschooling later. We are prepared for that. Whatever it will be, we emphasized that she must go through certain process and not give up half-way. We are aware of the challenges, the shortcomings and that a lot of work needs to be put in. I guess Amrita is already aware of it. She is very excited and is looking forward to it.
Our families, both our parents were equally excited (and relieved that we have come to our senses – at least where Amrita is concern) as well. They have been helping in their preparation of the first day at school.
What are some of the thoughts that made use make this decision for Amrita. Firstly, Amrita’s persistence and consistency in articulating what she wants. Next, Amrita’s learning style. She is very academic inclined and love learning. With us, she asks very indepth questions and often go into very interesting discussions. She is also inclined to a more structured learning environment and feels comfortable with this approach. Most important to me was her desire to experience formal schooling – something we cannot deprive her from. The home schooling environment did not give her a chance to interact with other people as much as she would like to. Hence, we saw that she could not articulate her thoughts well outside our family environment.
So, what happens to Sam and Arian? Arian, is ok as he still has time. For Sam, the ocean seems too big and sky too high at this point in time. I guess it is still not the right time yet, even if she wanted to go into school now.
Some thoughts about homeschooling……. coming soon….
Wai Leng & K V
Thursday, November 17, 2005
Sharing Not our Culture Anymore?
In 2006, Amrita will be going to school. Yes, she has decided and consistently requested for it and finally we decided to give it a go and enrolled her in a private school in PJ. This is posting is not about Amrita but my experience in going round trying to get a car pool in place. I will share this thought another day.
I looked up the school and ask if there are any students who would want to car pool. It turned out that there are at least three families in the same section where I live who send their children to the same school. Through the school, I asked if they are willing to make arrangement to car pool to send our children. This save time, share time and on the environmental level, put a car or two less on the road - good example to talk to our children about saving the environment. Plus, of course, our children get to have new friends.
But alas, both the parents the school called did not commit, they sounded disinterested and had the same reply, "let me talk to my husband first". Three weeks have passed, no reply.
I am beginning to wonder if they understood what car pooling is all about and why they are not interested? Is is fear of their children safety - that's a valid excuse. Is it that they prefer very private lives or trust no one? Could it be we do not know each other - we did leave our number and offer to meet and get to know one another. Let's not even talk about the environment bit.
What every the reason may be, I am concern that our community has lost the culture of sharing and community spirit. Yes this is the same community where thieves broke into our home one morning two years ago. Despite my wife's screams, no one came out. Our immediate neighbour heard but told us (yes, actually told us) they thought it was something else. Where we came from as kids, we would all run out and stick out heads out to find out / to help / or just be a busy body. Here we stay in our house and thank (whoever) that it's the neighbour that got hit.
I sincerely home I am wrong. You might your own thoughts.
I looked up the school and ask if there are any students who would want to car pool. It turned out that there are at least three families in the same section where I live who send their children to the same school. Through the school, I asked if they are willing to make arrangement to car pool to send our children. This save time, share time and on the environmental level, put a car or two less on the road - good example to talk to our children about saving the environment. Plus, of course, our children get to have new friends.
But alas, both the parents the school called did not commit, they sounded disinterested and had the same reply, "let me talk to my husband first". Three weeks have passed, no reply.
I am beginning to wonder if they understood what car pooling is all about and why they are not interested? Is is fear of their children safety - that's a valid excuse. Is it that they prefer very private lives or trust no one? Could it be we do not know each other - we did leave our number and offer to meet and get to know one another. Let's not even talk about the environment bit.
What every the reason may be, I am concern that our community has lost the culture of sharing and community spirit. Yes this is the same community where thieves broke into our home one morning two years ago. Despite my wife's screams, no one came out. Our immediate neighbour heard but told us (yes, actually told us) they thought it was something else. Where we came from as kids, we would all run out and stick out heads out to find out / to help / or just be a busy body. Here we stay in our house and thank (whoever) that it's the neighbour that got hit.
I sincerely home I am wrong. You might your own thoughts.
Tuesday, November 15, 2005
Kids Going to University in Malaysia?
This is a very big struggle for me. Should I prepare my kids for Malaysian universities for for foreign one? Some say the decision would be decided by my pockets....other might feel that it would be a matter of the quality of the university.
So, how did the the recent THEE Ranking of University Malaysia (UM) and University Sains Malaysia (USM) affect us a parents. Reading through the paper everyday I noticed that everyone from politicians to academicians have lots to say - more oftenly than not, they contradict each other - like clowns running everywhere in the circus. I am not not concern about the the politicians and bureaucrats think. However, due credit should be given to academicians who provide a much broader perspective and depth to the issue. I particularly like the article by Azmi Shahrom's "How to Judge a Good University" published in the SUN. Azmi recognizes the weaknesses as well as the strength of UM and USM.
I personally think there is just too much talk and no action - no clear acceptance and acknowledgement of the problem by the relevent authorities and department , almost everyone is trying to explain and come up with "shoot from the hip solution". With the exception of our Prime Minister acknowledging the issue - everyone else seems to be more interested to explain. Until to day, no clear goals, activities, timeframe and deliverables have been announced. No one seems to be looking at the problem from the holistic standpoint. Is anyone interested in improving the ranking of our universities again?
The VC of MU is one person who seems to "happy" as the individual rankings were good while the USM's VC was appoint consultants.
I guess I will be taking my time to decide if my kids will go to UM or USM - I have another 10 years or so. Hopefully, within that time someone will wake up and be really bold to challenge the norm and make improvements to our universities.
K V
So, how did the the recent THEE Ranking of University Malaysia (UM) and University Sains Malaysia (USM) affect us a parents. Reading through the paper everyday I noticed that everyone from politicians to academicians have lots to say - more oftenly than not, they contradict each other - like clowns running everywhere in the circus. I am not not concern about the the politicians and bureaucrats think. However, due credit should be given to academicians who provide a much broader perspective and depth to the issue. I particularly like the article by Azmi Shahrom's "How to Judge a Good University" published in the SUN. Azmi recognizes the weaknesses as well as the strength of UM and USM.
I personally think there is just too much talk and no action - no clear acceptance and acknowledgement of the problem by the relevent authorities and department , almost everyone is trying to explain and come up with "shoot from the hip solution". With the exception of our Prime Minister acknowledging the issue - everyone else seems to be more interested to explain. Until to day, no clear goals, activities, timeframe and deliverables have been announced. No one seems to be looking at the problem from the holistic standpoint. Is anyone interested in improving the ranking of our universities again?
The VC of MU is one person who seems to "happy" as the individual rankings were good while the USM's VC was appoint consultants.
I guess I will be taking my time to decide if my kids will go to UM or USM - I have another 10 years or so. Hopefully, within that time someone will wake up and be really bold to challenge the norm and make improvements to our universities.
K V
Sunday, November 13, 2005
Why are we in such a hurry?
I was on my way home this afternoon from Bangsar I nearly crashed into a Proton driven by a young (I guess in mid twenties) lady. This happened as I was at a U-turn making my way to the main road which was pretty jammed up. She drove her car in-front of me just when I was easing my way to the main road, despite the fact that I had my indicators lights on and there was ample space for me to go in. This lady seemed to be in such a hurry to get somewhere that she seemed to forget that this was a traffic jam and eveyone will have to inch their way. I finally got to the main road, onto a different lane which the lady was driving in and guess what? I reached the destination faster than she did. Sounds like the rabbit and the hare story?
Not quite. Have you ever encountered situations like this? If you are on the road long enough you will experience this sort of experience on a daily basis. Almost everytime I drive on the highways, there will be several drivers who would tailgate me just inches behind me not giving me chance to move my vehicle to the left in order to allow the person behind me to pass.
Have you encountered situations such as this...?
Anyone knows what's the hurry?
KV
Not quite. Have you ever encountered situations like this? If you are on the road long enough you will experience this sort of experience on a daily basis. Almost everytime I drive on the highways, there will be several drivers who would tailgate me just inches behind me not giving me chance to move my vehicle to the left in order to allow the person behind me to pass.
Have you encountered situations such as this...?
Anyone knows what's the hurry?
KV
Tuesday, October 25, 2005
The Wonderful Sound of "Papa"
Just last week my son, Arian finally...... called "papa". It is was a joy to hear that. Of course, it took a lot of work. You got to take him for car rides (let him drive, for that matter), go bonding, doing some "male" stuff. All in all it took him 15 months to call "papa", with a very strong Beijing tune.
What is interesting is that from the time he could call me, he became closer to me. More willing to be closer to me and got me to just do things or play with him. I find this an important period my son and I are going through. And this is most important to spend enough time with him.
Well what happens next - better train him to "mama" - finally succeeded this week! So little Arian is been going around calling "papa" and "mama".
The next challenge is to get him to call "jie jie" (sister). He is starting to do it although his pronunciation is still not so clear, but is is getting there.It was a joy the first time over 9 years ago when Amrita called "papa". It was joy over 8 years ago when Samanta did the same.
It is a very powerful affirmation of biological and emotional ties between a parents and children. It is also a strong yet gentle reminder of our responsibilities as parents to positively nurture our children. Just as important, is to see strong ties grow to keep the family together.
(l-r, Samanta, Amrita and Arian)
What is interesting is that from the time he could call me, he became closer to me. More willing to be closer to me and got me to just do things or play with him. I find this an important period my son and I are going through. And this is most important to spend enough time with him.
Well what happens next - better train him to "mama" - finally succeeded this week! So little Arian is been going around calling "papa" and "mama".
The next challenge is to get him to call "jie jie" (sister). He is starting to do it although his pronunciation is still not so clear, but is is getting there.It was a joy the first time over 9 years ago when Amrita called "papa". It was joy over 8 years ago when Samanta did the same.
It is a very powerful affirmation of biological and emotional ties between a parents and children. It is also a strong yet gentle reminder of our responsibilities as parents to positively nurture our children. Just as important, is to see strong ties grow to keep the family together.
(l-r, Samanta, Amrita and Arian)We are again reminded....
..... of our vulnerability against the forces of nature. The world (the media, really) is starting to forget the tsunami of December 2005, the politicizing of the effects of hurricane Rita and Katrina and we start to have our lives back to some "normality" again. The media has started to show regular programs again. Suddenly, Pakistan gets hit by a powerful earthquake on and tens of thousands of people have been killed and possibly more. Rescue efforts struggle their way to the remote areas high-up in the mountains to provide aid and relief to the injured and homeless.
Let's take a moment to our prayers thoughts to the people who have suffered and those who are continuing to suffer- until helps gets to them. Our hearts goes out to those in pain.
Let's also continue to remind ourselves and our children that the forces of nature cannot be matched by human's intelligence, strength and force - there is still much to learn and to appreciate our place and space in this universe of ours.
Peace,
K V
If you feel the desire to help, you may like to contact:
The Star South Asia Quake Fund
All contributions should be made in favour of MERCY HUMANITARIAN FUND.
Contributions can also be deposited directly to Maybank Account No. 5621-7950-4126 (no receipt will be issued).
Cheque contributions
Kindly write the following details at the back of the cheque :
in order for MERCY MALAYSIA to send the tax-exempted receipt to you.
Cash contributions
Cash contributions can be made at:
Menara Star
15 Jalan 16/11
46350 Petaling Jaya
Selangor Darul Ehsan
Tel. (03) 7967 1388
Friday, October 21, 2005
Farewell Kak Endon
Pak Lah & Kak Endon, March 2004. (Source: http://www.smh.com.au)Our nation morns the passing of Datin Paduka Seri Endon Mahmood, late wife of the our Prime Minister, Datuk Seri Abdullah Ahmad Badawi.
Datin Paduka Seri Endon Mahmood passed away on October 21, 2005 after a long battle with cancer. Our prayers goes out to Kak Endon. May you rest in peace.
Our thoughts go our to you, Pak Lah. May you continue to serve and lead us with strength, courage and vision as you always have.
K V Soon
Sunday, September 25, 2005
Fathers Not Welcomed in Suria KLCC
I was in KLCC Suria recently with my 3 children - including my youngest one year old son. My wife was away and I thought I could go hang out with the kids. I packed the diapers, the feeding bottles, change of clothings, milk...the works for my son. My daughters could manage as they are already eight and nine.
After several hours there, I realized that I had to change my son's diapers. He did his "big business". I followed the sign which was suppose to lead me to a diaper changing room. There was just one problem - ALL such rooms are in the WOMEN's toilet! I went over to the "premium toilet" - you are suppose to pay RM2 to use the toilet but the only diaper changing room is in the Women's room.
I started to panic as my boy was starting to smell ... you can imagine the rest. I needed to go change and clean this kid up - desperately! While there were some these attempts by the cleaners to help me none of them worked:
1. Move all the ladies out of the toilet while I go change my little boy. Of course this was difficult and the ladies did not cooperate.
2. One of the cleaning ladies decided to offer herself to take my son and change him for me. After all the horror stories of children getting kidnapped in shopping centers, I was not about the take a chance.
I was growing frustrated and I began to wonder what KLCC was thinking when they designed the building. How do they see Fathers and their role? Did they expect mothers / a lady to company men with their children everytime they want to take children along?
Fortunately for me one of the staff told me that there is such a room - for fathers - in the baby section of Isetan. I finally got to the room and changed my son's diapers. Even then - most of the time (almost) its all ladies inthe room.
I finally got my son cleaned up.
I visited ALAMANDA and it was the total opposite - there their facilities were complete and babies with their fathers could enter and do what needs to be done asap.
I hope the Suria KLCC will really make such facilities and really care for their customers.
After several hours there, I realized that I had to change my son's diapers. He did his "big business". I followed the sign which was suppose to lead me to a diaper changing room. There was just one problem - ALL such rooms are in the WOMEN's toilet! I went over to the "premium toilet" - you are suppose to pay RM2 to use the toilet but the only diaper changing room is in the Women's room.
I started to panic as my boy was starting to smell ... you can imagine the rest. I needed to go change and clean this kid up - desperately! While there were some these attempts by the cleaners to help me none of them worked:
1. Move all the ladies out of the toilet while I go change my little boy. Of course this was difficult and the ladies did not cooperate.
2. One of the cleaning ladies decided to offer herself to take my son and change him for me. After all the horror stories of children getting kidnapped in shopping centers, I was not about the take a chance.
I was growing frustrated and I began to wonder what KLCC was thinking when they designed the building. How do they see Fathers and their role? Did they expect mothers / a lady to company men with their children everytime they want to take children along?
Fortunately for me one of the staff told me that there is such a room - for fathers - in the baby section of Isetan. I finally got to the room and changed my son's diapers. Even then - most of the time (almost) its all ladies inthe room.
I finally got my son cleaned up.
I visited ALAMANDA and it was the total opposite - there their facilities were complete and babies with their fathers could enter and do what needs to be done asap.
I hope the Suria KLCC will really make such facilities and really care for their customers.
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