Gong XI Fa Cai!

I am happy to announce SMART - art and design initiative by Amrita and Samanta, if you have not noticed the logo at the bottom right. Here it is...

Today is Valentine's Day - what's that again?

Today's Valentine's Day.... what day??? This morning at the basketball court fellow not-so-old old players, a wise one gave this advice to the younger basketball players:

"If you have love, every day is Valentine's Day"

"If you have money, everyday is Chinese New Year"

Great advise! Guess what.......? We lost to the youngsters today ;0(

Have a great valentine celebration (however you want to celebrate it)!

Tea Ceremony @ KKBCSDS

This morning, at the KKBC Sunday Dharma School, we had for the first time organized a tea ceremony in conjunction with the Chinese New Year Celebration on Feb 18. In this event, the students of the Sunday School, took turns to offer tea to the teachers (as their elders). When the students have completed offering tea to the teachers, parents who were present were invited to "receive" offering of tea from their children. This is a practice of respect for the elders. A grandmother was also present was invited to receive tea. She reluctantly agreed to join in and received tea from her grandchildren. I could not understand half of what she was trying to say but going by the expression, she was happy. I wish I had time (and the ability to converse in Hokkien) to ask her more about how she felt? Was it a practice during her younger days... etc.



Although, I am third generation Chinese in Malaysia with limited Chinese language capability, I think it is important to understand and appreciate in our roots. Our roots forms our culture and defines who we are. It also tell us where we heading by reinforcing positive values. In the practise of Buddha Dharma, cultural roots are even more important as culture, being the nasis of positive social interaction is the door of which experience the Dharma. This is the rational behind the tea ceremony and the vision I hope it will lead towards. Once experienced in the cultural (social level), the practice of Sila, only will we be able to transcend it to samadhi and ultimately achieve panna.

Overall, I felt the event went well - thanks to all the Teachers - I hope this will be a tradition for our children to follow. May you all be well and happy!

More thoughts and feeback on the NEB

I picked this up from M Bakri Musa's blog. I found this as one of the more critical and articulate feedback of the NEB I have read. Check out A Blueprint or Continued Mediocrity. M Bakri Musa is a Malaysian-born surgeon in private practice in Silicon Valley, California He writes frequently on issues affecting his native land, Malaysia. He also wrote a book entitled "AN Education System Worthy of Malaysia".

More Thoughts on Thoughts on the National Education Blueprint

I was browsing through the net to see what the other people and the alternative media (aka blogs and the internet) are saying about the National Education Blueprint. Here are a few.

1. The STAR too reactions from ALL the former DGs of Education and obviously gave their thumbs up. Also, the NUTP was concern about performance, implementation and did talk about moving away from the exam-orientated system and to cater for ALL students
2. The NST took the articles out after one week but you can still get feedback and comments from NST's Monsterblog. In the NST Prof Khoo Kay Kim did comment that the NEB was not necessary, instead it needed to back to the system of the pre-independence days.
3. The SUN posed questions which needed to be answered.
3. There was nothing on the Barisan Nasional Website (search function malfunctioned)
4. The official UMNO Site did not carry any commentary, while I did discover an "alternate" UMNO site which offer much more commentary - including those on other topics.
5. The MCA website did however, carry an article that talked about the sustainability of the Chinese Schools
6. On the opposition front, DAP issues a press statement here. Keadilan had no comments published while PAS Website was under maintenance.
7. Kian Ming and Tony P gave their initial impressions here.
8. Dr Bakri Musa gave his thoughts on Malaysian Unplug and on his blog.

What are your comments and feedback?

Thoughts on the National Education Blueprint

The much hyped National Education Blueprint was finally released on January 16, 2007. I pulled a copy from the MOE website (http://www.moe.gov.my) and started reading through the text which is only available in Bahasa Malaysia.

While there were very strong direction and vision of what needed to be done with our schools - overall I felt that plan lacked details of implementation and more importantly, it does not offer any thing really concrete to change or improve the education system in the country. This plan is at best, in my opinion, a great plan to change the schools in Malaysia, if the plan works. If one is looking at something different or even revolutionary, you better read something else.

I noticed there was a lot of emphasis on the development of the so-called “cluster” schools. I found nothing else really innovating and exciting - again it is about innovating the schools - not the system. It seems to me that it is a repeat of all the policies put out together over the years yet offering nothing new.

Over the past decade, we saw the introduction of "Smart Schools" (Sekolah Pintar)- what happened? Was there critical analysis of its success and failures? Later came the "Vision Schools" (Sekolah Wawasan). Again, before we understand where its going and how its doing - we now will have have "Cluster Schools". It seems to me that each Education Minister wants to make a mark to say that "I have been here". Sadly, no one really care about making the mark in our education system to be world class (except to talk about making the mark). How can we really create a generation of progressive and intellectual Malaysians.

The success of such initiatives is usually determined when the Education Minister who implemented it is no longer the Education Minister. By that time - if the plan did not go the right way - I am sure as a politician, he will have all the answers. Above all, it's not his problem anymore. So much for performance or accountability.


The Blueprint also gave a lot of focus and emphases on integration of races beginning in schools as one of its core objectives. What I cannot understand is why we need to write such a documents to tell us what we already know and what needs to be done. Assuming if we follow closely to the implementation of the blueprint, we will only see results at least after 4 years (the time-from of this blueprint - 2006-2010). If we screw-up on the implementation or a new minister takes over and decides to implement a new "whatever" school, we will more than 4 years - we will lose an entire generation of our future. I have always wondered WHY, if the Hon Education Minister is so passionate about racial unity - does nothing to change this by way of policy and directive and instead had to resort to writing an elaborate blueprint.

Knowing the polarization of races in schools in schools, could he have written a directive to the state education department and to the schools to STOP marginalizing the minor races and instead give them opportunity to speak and be understood. Could he have easily instruct the schools to have "unity corner" in every national school where minor races could express their culture and faith? Could our Hon education minister instruct the schools that that at least once a month, offer minority races in schools to publicly express their faith - as a way to understand and appreciate each others' cultures? I am unsure why it is so difficult not getting it done. If anyone can enlightenment me, I would appreciate it?

While, another aspect of emphasis is language - especially Bahasa Malaysia. Little is mention about the value of English and its direction where it heading. What's the plan I wonder.

Is it because, the edition I am currently reading is the "Edisi Pelancaran" what are the other "Edisi" which will be coming out? Are they already out?

It seems pretty clear to me, this proposal is not about improving education its about reorganizing the schools. It does not reflect any "out of the box" initiative, but instead its an attempt to bring more boxes closer together - in a cluster. Nothing really interesting or innovative from what I read.

What next? Another edition? More bright new ideas beyond cluster schools? What about something for children with learning disabilities etc.

What are your thoughts?

20,000 Year Six Pupils Can't Read or Write Well: Part 3

Following my posting on this here it is heartening to know that there is real follow through when I read the article 6,000 ‘special’ students identified in the NST Jan 14, 2006 (reproduced below). In the report, Education director-general Datuk Dr Ahamad Sipon acknowledged the presence of special needs students - "clear signal that they either had learning disabilities or special needs". It is now up to the Ministry to continue this initiative of early intervention rightly pointed out that the next step should be to "determine if they were dyslexic, hearing impaired, or had other health problems".

I hope this effort will continue with greater effort. Of course the real issue is what do we do with students who have already been diagnosed with one learning disability or another - parents still have a lot of effort to put in.

While, the current effort is good, its a reminder that ineffective education policies takes away two generations of our Malaysians.

Eagerly looking forward to the new Education Blueprint to be released tomorrow.

________________________________________

6,000 ‘special’ students identified

By Koh Lay Chin

15 January, 2007

KUALA LUMPUR: An unexpected result emerged from a remedial programme aimed at ensuring Year One pupils could read and write. Besides halving the number of students nationwide who had trouble reading and writing, the Education Ministry also managed to identify 6,000 children who had learning disabilities and required special needs education.

These children had scored zero to nine marks out of a full 60 marks in their final exit test for the remedial programme, a clear signal that they either had learning disabilities or special needs, Education director-general Datuk Dr Ahamad Sipon said.

Around 163,835 Year One pupils who had trouble reading and writing were entered into the Early Intervention Programme for Reading and Writing (KIA2M) last year, later taking "exit tests" to determine who could re-enter normal classes.

After the second and final exit test was conducted at the end of last year, the ministry studied the numbers.

A total of 50,253 pupils had not passed the test, therefore requiring further attention to ensure they could follow the classes throughout their primary school life.

Out of that number, the 6,000 had scored such low marks that the ministry put them under their Special Education Department to determine if they were dyslexic, hearing impaired, or had other health problems.

Sipon said that although not 100 per cent of the KIA2M students passed the programme, he regarded the initiative as a success which would be continued and improved over the years.

Out of the total 469,038 Year One students nationwide, the number represented less than 10 per cent, which was an acceptable figure considering that even some developed countries had percentages of children who could not read and write of up to 15 per cent, he said.

"It must also be remembered that the number does not mean the students cannot read and write at all, just that they are experiencing various levels of difficulty. Some, for example, scored 44 or 43 out of 60, where the passing mark is 45," he said.

The KIA2M classes began last April, where teachers focused on using more creative and interactive ways to help the children in reading and writing in Bahasa Melayu, Physical Education, Music and Art subjects.

This year, the KIA2M will be enhanced and will see three exit tests carried out instead of two to allow faster "filtering" and, therefore, more time to concentrate on slow learners.

Sipon said some states had also taken the initiative to help their charges after they did not pass the programme, therefore ensuring the students were better prepared for Year Two.

We want to to go to school... but

Just read in the Bangkok Post reported that New education policies state a child must be a Malaysian citizen in order to be enrolled in a public school. Parents who did not register their marriages, are not able to register their children as Malaysian citizens, the Star daily reported.

In the past it was different - when either parent produced (an identity card), the children were allowed to register for school, but not any more. It was reported that Some children who have been going to school previously found themselves not being able to attend school this year. What will happen?

This is pertaining to ID and citizenship, what about if your child has ADD or ADHD or dyslexia or any other learning disabilities - it would depend on your LUCK - if there are teachers trained to handle your children. If there are enough places to accommodate such students (schools with special classes are usually FULL). It will also depend on your wealth - if you have money, you can employ special teachers or go to special private schools. If you are wealthy enough, you can spend time at home with your children - if both parents have to work - well...... back to school - and there is a chance that your child may not be able to read after primary six - as it is so often the case.

If you take you child out of school, you stand the risk of being thrown into jails. What choices do we have?

We are eagerly waiting for Friday - the release of the Education Blue print, the revolutionary blueprint.

Finally, we get to effect some changes............... (or not)

Its up to us and how sincerely our Honourable Education Minister is. Quoted in NST (Jan 5, 2007). Get ready... this Friday (12/Jan/2007) will be release of an revolutionary education blueprint. Please go tell your friends.

Mark you calendars and bookmark http://www.moe.gov.my

Source: New Straits Times (http://www.nst.com.my/Current_News/nst/Friday/National/20070105091536/Article/index_html)

Hishammuddin wants feedback on blueprint

05 Jan 2007

---

KUALA LUMPUR: Got a view or idea about the education system? Bring it on, says the Education Ministry.

Its minister Datuk Seri Hishammuddin Hussein said the ministry would set up an email address and a website or blog for the public to provide feedback on the National Education Blueprint 2006- 2010.

He said although the blueprint details the ministry’s plans and strategy for the next four years, it was not set in stone.

"It won’t just stop after it is launched. It is an ongoing plan and can be adjusted and fine-tuned according to the needs. I welcome input from all stakeholders," he said after the ministry’s post-Cabinet meeting yesterday.

Hishammuddin said due to its wide scope, explanation on some aspects of the blueprint would be given more attention by the ministry.

Among these are the educational gap between rural and urban schools, clusters of excellent schools, information and communication technology, Teachers’ Day and uplifting the teaching profession.

"I have also asked for a report on its implementation twice a year," he said.

The blueprint, an A-to-Z guide on the country’s education system, including its weaknesses, future strategies and how funds are disbursed, is expected to be launched on Jan 16 by Prime Minister Datuk Seri Abdullah Ahmad Badawi.

The blueprint, themed "Pioneering Change — A National Mission", will show how the RM23 billion allocation for education will be distributed under the Ninth Malaysia Plan, as well as allow the ministry to explain its direction in key areas such as the strengthening of national schools, access to education and empowering teachers.

It will also be posted on the ministry’s website.

something......

from a friend in Penang .....


GOD IS AN ATHEIST, WE ARE THE BELIEVERS.





no offence meant, something to think about.

Should we allow God to be in Science class

For most of the work who did not notice - the new school year in Malaysia began with God appearing in Primary 5 science text book. In chapter 1 - first line: "All living things are created by God"
I thought such debate is happening only in other countries. Looks like it is here now.

I cannot understand ........ what value does the statement brings to the whole passage which talks about micro-organisms and the origins of microscope.

In page 52: The passage begins with a praise to God for creating the Sun and then goes to talk about something else which says "We are grateful that God created the Sun" and goes on to talk about light, candles, torches, shadow etc.


When my Primary 5 daughter who is currently reading this book goes to Form 3, what will she learn? That we do not need to learn about the solar systems and biology - God made them all? Will she get full marks if she answers God created.... in questions she cannot answer?

This is not an attack on religions - this is a criticism of the unethical and seemingly cunning insertion of certain religious beliefs into an education subject that is suppose to encourage and recognize empirical observation and logical deduction and to expand the horizon of our knowledge.

I cannot understand..... why and how our school text books are written

I cannot understand.... if this is (what is) the policy pertaining to religion in science, is there a policy.

I cannot understand.... why the ministry of education choose not to reply or respond to the sensitivities of some people.

I cannot understand........should we allow God into Science class?

CAN GOD PLEASE HELP ME?

Our Children Getting World-class Education

In the (NST Nov 5, 2006, see below), it is heartening that Associate Professor Peter Knapp said with a local education, Malaysian students can get into any university in the world. But do we need someone to tell us something we already know? What would be interesting to know would - how many of the 35,000 students who took the test actually did well. I guess we will only know in early 2007, if you refer to the EAA Website.

Malaysian students have gone to world-class universities before and I am sure this will trend to continue. Surely do not need someone to tell us something we already know. What we would really like to see achieve is that more of our local student gain admission into world-class universities (and of course, return home after that).

Most importantly I feel would be the ability of our local universities to be world-class. It would really be good if someone could tell us that we are, at least, on the way there.

Click here to see the NST Report

20,000 Year Six Pupils Can't Read or Write Well: Part 2

In the recent newspaper article in the Star (Nov 5, 2006, see below for article). It is heartening to note that the CDC has actually gone ahead with the program to help Year 6 students to read and write well. While this effort is a major step ahead and I stand corrected that this is NOT an opportunity for someone's name and picture to appear in the papers but a good effort.

However, I would still like know what the long term plan of such action. It would good if we can address some of the following:
(a) What went wrong in the teaching approach that for five years from Year ONE to Year FIVE, if any, that arises this problem in Year SIX.
(b) Should such programs be introduced in, say, Year Three instead?
(c) Why is there no recoginition of learning disabilities, and effective ways be addressed them?
(d) What is the update on the pilot program to address in dyslexia - supposedly in 30 schools nationwide?

Time to keep moving forward.

Click here for News Article

K V

20,000 Year Six pupils can’t read or write well

It is heartening to know that the Education Ministry through its CDC (Curriculum Development Corporation) is attempting to tackle the literacy issue involving Primary 6 students. While, I think intensive teaching over a period of time a be good, continued efforts in early detection, intervention and support for students with learning disability is more important.

As I was writing this blog, I wanted to find out what were the activities carried out by the Ministry of Education (Malaysia) so far. I found out that in a article reported in the Dyslexia Association of Singapore a pilot program was suppose to have started by the Jabatan Pendidikan Khas which was to be implemented in 30 different schools nationwide by June. A check on the MOE website and the KPK wepsite - showed nothing of such an initiative. I wonder what happened. If anyone reading this knows anything about this initiative, please let me know.

I hope this news article is not just another reason to have someone's pictures or names appear in the newspaper [see article below] but a serious effort to ensure that students with learning disabilities are not left out.

KV

=====
Source: www.thestar.com.my


20,000 Year Six pupils can’t read or write well

Mahzan: ‘Such pupils are at risk of dropping out’

Monday October 23, 2006
20,000 Year Six pupils can’t read or write well
By KAREN CHAPMAN

PUTRAJAYA: About 20,000 Year Six pupils in schools have been identified as lacking in basic literacy skills and are currently undergoing an intensive two-month programme to help them. The number represents about 4% of 12-year-olds in schools who, after six years of primary schooling, are either very weak in reading and writing, maths or both.

“We are taking the matter seriously as such pupils are at risk of dropping out of the school system and can face a hard time continuing with their education or pursuing a career,” said Curriculum Development Centre (CDC) director Mahzan Bakar. He told The Star that the pupils were selected by their teachers based on their observation and the performance of the children in tests.

The intensive programme for them was conducted immediately after the Ujian Pencapaian Sekolah Rendah (UPSR) in September and they will sit for an evaluation test on Nov 15 to see how much they have learnt. In August, Education Ministry director-general Datuk Dr Ahamad Sipon announced that those yet to master basic literacy skills would receive help under the “Three Rs (Reading, Writing and Arithmetic) Programme” (Protim).

Mahzan said the CDC worked with teachers to create two modules to help the pupils in both national and national-type schools – one on reading and writing, and the other on arithmetic. “Protim is carried out full-time during school hours. The classes are small to ensure these pupils receive individual attention.”

In general, most schools have fewer than 10 pupils who have yet to grasp these basic skills, he added.

“Not all the identified pupils will have to sit in for these intensive classes. Some who have already grasped arithmetic skills would only need to attend reading and writing classes or vice versa while others who lack these three skills will attend the whole session,” he said an interview after a visit together with The Star to SK Sungai Ramal Dalam to observe a Protim class.

Asked why some pupils had yet to grasp the basic skills, Mahzan said some of them could have learning difficulties that had not been diagnosed.
He said Protim which would become an annual programme, just like the Early Intervention Class Programme for Reading and Writing (KIA2M) introduced in April this year for Year One pupils.
The ministry introduced KIA2M to ensure Year One pupils would not go through each level of primary schooling without being able to read and write.