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
INTERCONNECTIONS. Everything is connected, somehow.
Monday, November 06, 2006
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
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
Tuesday, October 24, 2006
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.
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.
Monday, October 23, 2006
That Time fo the Year Again - the THES World University Ranking 2005
This time, University Malaysia (UM) not only did not improve its overall ranking, Universiti Kebangsaan Malaysia (UKM) has gotten a better ranking than UM! As usual the politicians will have the first say but I think Professor Emeritus Datuk Khoo Kay Kim pointed out several points (below) which I think needs some serious consideration :
There is now overemphasis on the need for graduates to get
jobs. We are not encouraging them to be self-employed.
Universities are asked to produce employable graduates, not those
who can stand on their own feet or make critical decisions. If this is
the case, we will not be able to compete with Western countries.
Over the years, we have also adopted a different philosophy. Now
there is a tendency not to fail a student. If we produce graduates
who are half-educated, what will they be able to do outside?
In the early days of UM, only about 25 per cent of students would
pass, now it is almost 100 per cent. Of the 30 students who made
up the first batch of UM’s engineering course, only five passed.
Full article if the interview is currently available at http://www.nst.com.my/Current_News/nst/Monday/National/20061016084710/Article/index_html
This statement this about the decline in standard and the passing level that has gone down got me thinking about the causes of this decline. While politicians argue over funding, argue over the method the THES used in its evaluation, etc. My thought is simple....."garbage in, garbage out" - The quality of the students entering local universitiies is are fed in from our schools - where there from 7 years ols (Primary 1) are basically "spoon-fed", not thought to think and above all very exam orientated.
Perhaps it is time we look at (seriously look at) the entire primary and secondary education system. Our Minister of Education has promised us "blueprint" for education reform. Sometime in July 2006 Datuk Seri Hishammuddin Hussein stated that an ambitious and mammoth Education Blueprint "is a step away from being unveiled". I have not seen it anywhere.
The objective of the Blueprint is to meet the goals highlighted in the 9th Malaysia Plan - rejuvenate national schools, reduce the knowledge gap between rural and urban areas, strengthen the quality of the curriculum and uplift the teaching profession. On top of that the Ministry wants to ensure that "there are no more dropouts, students who cannot read, write or count, and those who have no information technology and communication (ICT) skills."
In the recent National Budget announcements, I have shared my thoughts in FamilyPlace - perhaps it is time for our Honourable Minister to spend more time look indepth into our education system and spend less time waving kris' and engage in unnecessary, non-education related activities.
jobs. We are not encouraging them to be self-employed.
Universities are asked to produce employable graduates, not those
who can stand on their own feet or make critical decisions. If this is
the case, we will not be able to compete with Western countries.
Over the years, we have also adopted a different philosophy. Now
there is a tendency not to fail a student. If we produce graduates
who are half-educated, what will they be able to do outside?
In the early days of UM, only about 25 per cent of students would
pass, now it is almost 100 per cent. Of the 30 students who made
up the first batch of UM’s engineering course, only five passed.
Full article if the interview is currently available at http://www.nst.com.my/Current_News/nst/Monday/National/20061016084710/Article/index_html
This statement this about the decline in standard and the passing level that has gone down got me thinking about the causes of this decline. While politicians argue over funding, argue over the method the THES used in its evaluation, etc. My thought is simple....."garbage in, garbage out" - The quality of the students entering local universitiies is are fed in from our schools - where there from 7 years ols (Primary 1) are basically "spoon-fed", not thought to think and above all very exam orientated.
Perhaps it is time we look at (seriously look at) the entire primary and secondary education system. Our Minister of Education has promised us "blueprint" for education reform. Sometime in July 2006 Datuk Seri Hishammuddin Hussein stated that an ambitious and mammoth Education Blueprint "is a step away from being unveiled". I have not seen it anywhere.
The objective of the Blueprint is to meet the goals highlighted in the 9th Malaysia Plan - rejuvenate national schools, reduce the knowledge gap between rural and urban areas, strengthen the quality of the curriculum and uplift the teaching profession. On top of that the Ministry wants to ensure that "there are no more dropouts, students who cannot read, write or count, and those who have no information technology and communication (ICT) skills."
In the recent National Budget announcements, I have shared my thoughts in FamilyPlace - perhaps it is time for our Honourable Minister to spend more time look indepth into our education system and spend less time waving kris' and engage in unnecessary, non-education related activities.
Friday, May 26, 2006
Humans are Mammals?
If you look at how we respond to 2 film you will understand it.
Firstly, The Da Vinci Code - home many people actually saw the movie before critizing the it? Protests was lodge even before the movie was premiered! Are you one of them who join the chorus of protest (or support)?
Closer to home, there is "Lelaki Komunis Terakhir". Political leaders critized and called to have it banned. How many people have seen it? It not premiered yet. Those who were invited to view in private, had different opinions.
So, are we humans are or we humans.
Firstly, The Da Vinci Code - home many people actually saw the movie before critizing the it? Protests was lodge even before the movie was premiered! Are you one of them who join the chorus of protest (or support)?
Closer to home, there is "Lelaki Komunis Terakhir". Political leaders critized and called to have it banned. How many people have seen it? It not premiered yet. Those who were invited to view in private, had different opinions.
So, are we humans are or we humans.
Tuesday, May 23, 2006
No words......
There are no words to express my thoughts about the murder that shocked our nation. Ijust cannot imagine what goes through the killer's mind. What more in the victim's mind?
I just feel so sad and grief for the parents and family of Ho Ping. These words came to my mind and I dedicate this prayer to those who grief....
"Anicca vata sankhara Uppada vaya dhammino
I just feel so sad and grief for the parents and family of Ho Ping. These words came to my mind and I dedicate this prayer to those who grief....
"Anicca vata sankhara Uppada vaya dhammino
Uppajjitva nirijjhanti Tesam vupasamo sukho.
Dukkha vata sankhara Uppada vaya dhammino
Uppajjitva nirujjhanti Tesam vupasamo sukho.
Anatta vata sankhara Uppada vaya dhammino
Uppajjitva nirujjhanti Tesam vupasamo sukho"
KV
Tuesday, March 28, 2006
Where do clever Malaysians go? (Part 3)
I am not sure that the going to any school in Malaysia would be the solution for this young boy while the education system is not changed. What I am really interested in are the programmes the Education Ministry has organize, in which the child is not forced into it. I feel this situation the the best chance for our education system to be reviewed and revised to accomodate smarter kids or kids with different needs.
This young boy has been profiled as a maths whiz kid, but there are may more children with individual capabilities and intelligences which does not fit the learning environment in the schools. Hence, they find lessons boring and likely to end up falling to the back of their class. Many speakers have spoken about this including Prof Chiam Heng Keng of University Malaya.
Source http://thestar.com.my/news/story.asp?file=/2006/3/25/nation/13773414&sec=nation
The Star Online > Nation
Saturday March 25, 2006
Whiz kid can go to school of parents’ choice
PETALING JAYA
Seven-year-old Adi Putra Abdul Ghani (pic), who fascinated Malaysians with his ability to solve Additional Mathematics problems, can study at any school of his parents’ choice.
Education Minister Datuk Seri Hishammuddin Tun Hussein said yesterday: “The ministry has organised some programmes for him but we are not forcing anyone to do it. “If his father wants him to change schools, I have no problems with that. Just send in the application and I will approve it.”
Abdul Ghani Abdul Wahab, 48, had said on Thursday he would appeal to the Education Ministry to allow his son to study at Sekolah Islam Antarabangsa or at a private school that would allow him to have a more flexible education.
This young boy has been profiled as a maths whiz kid, but there are may more children with individual capabilities and intelligences which does not fit the learning environment in the schools. Hence, they find lessons boring and likely to end up falling to the back of their class. Many speakers have spoken about this including Prof Chiam Heng Keng of University Malaya.
Source http://thestar.com.my/news/story.asp?file=/2006/3/25/nation/13773414&sec=nation
The Star Online > Nation
Saturday March 25, 2006
Whiz kid can go to school of parents’ choice
PETALING JAYA
Seven-year-old Adi Putra Abdul Ghani (pic), who fascinated Malaysians with his ability to solve Additional Mathematics problems, can study at any school of his parents’ choice.
Education Minister Datuk Seri Hishammuddin Tun Hussein said yesterday: “The ministry has organised some programmes for him but we are not forcing anyone to do it. “If his father wants him to change schools, I have no problems with that. Just send in the application and I will approve it.”
Abdul Ghani Abdul Wahab, 48, had said on Thursday he would appeal to the Education Ministry to allow his son to study at Sekolah Islam Antarabangsa or at a private school that would allow him to have a more flexible education.
Friday, March 24, 2006
Where do clever children in Malaysia go? (Part 2)
It is interesting to read this article in the STAR (www.thestar.com.my) this morning - after I posted my blog yesterday. We have a so called system to make not-so smart people smarter. Sad to say the system also makes the smart people be less smart. Out education system is a funnel pushing people of different intelligences into on "one size, fit all" environment. I feel this young boy should be given the change to explore maths in it higher, without subjecting him to an extremely different social environment, only than will he be able to go beyond is current level - a very tall order indeed.
It will be interesting to see how this situation develops into an action plan. (Reade the full STAR article belo)
The Star Online > Nation (Source: http://www.thestar.com.my/news/story.asp?file=/2006/3/24/nation/13762330&sec=nation)
Friday March 24, 2006
Genius finds school boring
By CHRISTINA KOH
IPOH: Young maths whiz Adi Putra Abdul Ghani, who fascinated Malaysians with his ability to solve Additional Mathematics problems, faces the possibility of being thrown out of his primary school.
The parents of the seven-year-old boy have received show-cause letters from his school, SK Jalan Matang Buluh in Bagan Serai, warning them that he could be expelled for cutting classes too often.
His mother Serihana Elias, a former teacher, said her son was reluctant to go to school because he was bored with the basic syllabus of reading, writing and counting (mengira) laid down by the Education Ministry.
Adi Putra, who could read newspapers by the age of four, had told his mother that he would prefer studying at a school like Sekolah Islam Antarabangsa in Kuala Lumpur.
There, she said, he could learn languages like Japanese, French, English, Chinese as well as tahfiz al-Quran studies. They were in the process of enrolling their son there, Serihana said.
“I’m disappointed that SK Jalan Matang Buluh issued the warning letter to my son in February. Some might think we are exploiting Adi Putra, but he himself said that he was bored in school,” she told reporters here yesterday.
His father Abdul Ghani Abdul Wahab, 48, said he would appeal to the Education Ministry to allow his son to study at Sekolah Islam Antarabangsa or a private school that would allow him to have a more flexible education.
It will be interesting to see how this situation develops into an action plan. (Reade the full STAR article belo)
The Star Online > Nation (Source: http://www.thestar.com.my/news/story.asp?file=/2006/3/24/nation/13762330&sec=nation)
Friday March 24, 2006
Genius finds school boring
By CHRISTINA KOH
IPOH: Young maths whiz Adi Putra Abdul Ghani, who fascinated Malaysians with his ability to solve Additional Mathematics problems, faces the possibility of being thrown out of his primary school.
The parents of the seven-year-old boy have received show-cause letters from his school, SK Jalan Matang Buluh in Bagan Serai, warning them that he could be expelled for cutting classes too often.
His mother Serihana Elias, a former teacher, said her son was reluctant to go to school because he was bored with the basic syllabus of reading, writing and counting (mengira) laid down by the Education Ministry.
Adi Putra, who could read newspapers by the age of four, had told his mother that he would prefer studying at a school like Sekolah Islam Antarabangsa in Kuala Lumpur.
There, she said, he could learn languages like Japanese, French, English, Chinese as well as tahfiz al-Quran studies. They were in the process of enrolling their son there, Serihana said.
“I’m disappointed that SK Jalan Matang Buluh issued the warning letter to my son in February. Some might think we are exploiting Adi Putra, but he himself said that he was bored in school,” she told reporters here yesterday.
His father Abdul Ghani Abdul Wahab, 48, said he would appeal to the Education Ministry to allow his son to study at Sekolah Islam Antarabangsa or a private school that would allow him to have a more flexible education.
Where do clever children in Malaysia go?
A thought just came to my mind as I was reading the comments and postings on education. If a child is "weak" in maths, there are tuition centers, enrichment programs such as Enopi, Kumon... lots more. But what is your child is smart, good in maths and really LOVE maths? There's probably no where to go to to learn beyond his/her level. Ever wondered why, there are more engineers than mathematicians in this country. Children with deep interest in maths, have no avenue to go beyond their peers.
Another reason why we need to relook at our education system - not just revamp of examinations systems.
Where do clever children in Malaysia go? Trinity College in Melbourne could be a start.
Another reason why we need to relook at our education system - not just revamp of examinations systems.
Where do clever children in Malaysia go? Trinity College in Melbourne could be a start.
Thursday, March 16, 2006
Our Education System - what's happening?
What's happening out there?
Are our headmasters corrupted (in Chinese Schools) as alleged by a certain Mr Ong Koh Hou who offers a reward of RM500,000 for information and evidence of corruption by headmasters in Chinese primary schools and the Federation of Chinese School Headmasters (FCSH) is fighting back...the saga continues.
"A Chinese primary school is offering places to the highest bidders, starting with a minimum donation of RM300." That was the first sentence in a report in the New Straits Times on Mar 9, 2006. Some parents have told me that more than one (especially the more popular ones) gives greater consideration to parents to makes donations to the school. Well, I guess the basic rule of supply and demand rules.
Just when we think our kids are way past the primary level and we are considering which local university to send our kids to, Dr Azmi Sharom, an associate professor of the Law Faculty of University Malays wrote an open letter to The Star on March 11, 2006 expressing what some parents felt about our local universities.
Recently we were all told how good our form 5 students are with an increase of 43% students scoring straight 1As, 945 students scored straight A1s, 283 more than last year. Nevermind if you have 15A1s + 1A2 does not qualify you as a top student (this student has only a 95% A1s). It is interesting to note why are more and more students are scoring straight As compared to 10-20 years ago. I hope it is not a situation of "shiok sendiri" (self gratification).
Its seems okay when ONLY one student tried to kill herself by jumping off the third storey of her school building because she was not too pleased with her results. I hope this not a sign of things to come. Can we tell our children it's okay, that academic achievement is not the only defining criteria of success?
Congrats to our Education Minister daughter, Nasha Alyssa she scored 9As in SPM examination. She had scored 8As in PMR and 5As in UPSR. If you do not know yet, she is now studying at Trinity College in Melbourne doing her foundation studies). What happened to out local 6th Form and local universities.
So, if you want to know what's happening out there in our education system, take the cue from our Education Datuk Seri Hishammuddin Tun Hussein.
I am seriously considering looking for a second job to prepare my kids to go to the Trinity College in Melbourne.
Are our headmasters corrupted (in Chinese Schools) as alleged by a certain Mr Ong Koh Hou who offers a reward of RM500,000 for information and evidence of corruption by headmasters in Chinese primary schools and the Federation of Chinese School Headmasters (FCSH) is fighting back...the saga continues.
"A Chinese primary school is offering places to the highest bidders, starting with a minimum donation of RM300." That was the first sentence in a report in the New Straits Times on Mar 9, 2006. Some parents have told me that more than one (especially the more popular ones) gives greater consideration to parents to makes donations to the school. Well, I guess the basic rule of supply and demand rules.
Just when we think our kids are way past the primary level and we are considering which local university to send our kids to, Dr Azmi Sharom, an associate professor of the Law Faculty of University Malays wrote an open letter to The Star on March 11, 2006 expressing what some parents felt about our local universities.
Recently we were all told how good our form 5 students are with an increase of 43% students scoring straight 1As, 945 students scored straight A1s, 283 more than last year. Nevermind if you have 15A1s + 1A2 does not qualify you as a top student (this student has only a 95% A1s). It is interesting to note why are more and more students are scoring straight As compared to 10-20 years ago. I hope it is not a situation of "shiok sendiri" (self gratification).
Its seems okay when ONLY one student tried to kill herself by jumping off the third storey of her school building because she was not too pleased with her results. I hope this not a sign of things to come. Can we tell our children it's okay, that academic achievement is not the only defining criteria of success?
Congrats to our Education Minister daughter, Nasha Alyssa she scored 9As in SPM examination. She had scored 8As in PMR and 5As in UPSR. If you do not know yet, she is now studying at Trinity College in Melbourne doing her foundation studies). What happened to out local 6th Form and local universities.
So, if you want to know what's happening out there in our education system, take the cue from our Education Datuk Seri Hishammuddin Tun Hussein.
I am seriously considering looking for a second job to prepare my kids to go to the Trinity College in Melbourne.
Saturday, March 11, 2006
An open letter to Mustapa - THE STAR Saturday March 11, 2006
THE STAR Saturday March 11, 2006
An open letter to Mustapa
Dear Sir,
Firstly, allow me to congratulate you on your new posting. It must be said though that you are not to be envied, for you are now faced with a Herculean task.
But, where are my manners? You have no idea who I am. I could be a complete nutcase.
Well, I’m an academic in a Malaysian public university. Which some people might consider a nutcase, anyway. But I’m very proud to be an academic.
It’s a noble profession, and it matters not that my students earn more than me within a few years of graduating and that little children run screaming from my hideously outdated clothes. It’s a calling to be an academic, and I care passionately about it.
That is why I’m writing to you. You see, there is much that is wrong with our universities and much that can be done by the Ministry to put things right.
You may not believe that my one purpose in writing to you is the improvement of our institutions, but let me assure you, we true academics (as opposed to wannabe politicians in lecturers’ clothes) don’t have hidden agendas.
Over the past few years, there has been this mantra chanted by the Government and university leaders: “We want our universities to be world-class universities.” Unfortunately, this mantra does not have any explanatory notes, so we don’t really know what “world-class” means. However, let us assume that a world-class university has the following:
- Graduates who are employable, not only here but also abroad;
- Academic staff who are respected worldwide;
- Research and publications that are recognised by reputable international journals/publishers;
- An academic programme that is recognised worldwide;
- An academic atmosphere that can attract quality national and foreign students and staff.
If we accept these criteria as valid, what then can be done to achieve it?
Universities are not hampers
Universities are not rewards to be handed out. It has happened in Terengganu and the same has been promised to Kelantan. “Vote for us and we will give you a university.”
This may make political sense, but it does not make any academic sense. A lot of planning is needed to ensure that the resources are sufficient to create a university of quality.
Malaysia is not a very rich country – we can’t afford petrol subsidies, for goodness’ sake – and we definitely can’t afford to stretch our limited economic and intellectual resources to build universities in such a blasé manner.
Universities are not fast-food joints
They should instead be high-class restaurants. Universities have to be elitist in order to produce quality research and graduates.
An elitist university means that only the best candidates are taken in as students and only the best staff are hired. Classes and exams can then be pitched at a higher standard.
Furthermore, the resulting smaller student numbers mean seminars and tutorials can be truly conducive to discussions, and lecturers will have less of a teaching burden in order to concentrate on research.
This is not to say that higher education as a whole must be elitist. There are other forms of higher education institutions that can cater to school leavers who don’t make the cut, such as polytechnics and community colleges.
If you love your universities, you must set them free
Academics and students must be free to think and to express themselves.
Yes, I understand that this is Malaysia and freedom is seen as a dirty word by some, but without it, there is little hope of achieving “world-class” universities.
Intellectualism cannot grow in a repressive atmosphere.
We all know that in this country, there are many laws that restrict our freedom to express ourselves, but the irony is that for lecturers and students there are additional laws levelled at them.
You must be aware of the University and University Colleges Act – that wonderful piece of legislation designed to ensure that university students are little more than secondary school pupils.
You may not be aware, however, of the Statutory Bodies Discipline and Surcharge Act which affects academics who are the employees of statutory bodies.
According to this law, we can’t say anything for or against government policy without getting ministerial permission first.
Now, this may be all right for a mathematician quietly thinking up new formulae with which to calculate the possibility of Malaysia ever qualifying for the World Cup.
But for social scientists, it is akin to having the Malaysian football team play football without using their feet (which is perhaps something that they do anyway, looking at previous results).
The simple fact of the matter is that universities should first and foremost be the birthplace of ideas and original thought, discussion and debate, and this can’t be achieved with such laws hung around our necks.
And in case you’re worried that greater freedom will make our campuses hotbeds of radicalism, please let me put your fears to rest.
The number of students in this day and age who really care about matters beyond Akademi Fantasia is very small indeed.
Most students just want to graduate and as quickly as possible get into debt to pay for their three-bedroom flat and Proton Waja.
Universities need Mandelas
If there is one thing that Malaysian universities need, it is good leadership. And by a good leader, I mean a Vice-Chancellor who has the qualities of an outstanding intellectual, manager and diplomat, who can ensure that academic principles are paramount, not political expediency.
That promotions are given based on merit, not patronage. That students are treated like adults, not children. And finally, that the university is run on the highest ideals of civilisation and intellectualism, not self-aggrandisement and base toadying.
An outstanding academic leader, someone who can efficiently organise the place, represent the institution with dignity and command the respect of those working under him, or her, is a rare creature indeed.
To seek out such a person, may I suggest that the search committee your predecessor was talking about be made a reality.
This search committee, however, must be independent and transparent. It must not be hiHndered by any political agenda and must instead pick the candidates based on ability – and ability alone. Factors such as race, creed, gender and nationality should not be a consideration.
Perhaps we’d like to take lessons from elsewhere. Oh, before you think I’m suggesting a “study trip” abroad (with the usual sightseeing and cultural diversions), let me make it clear that I think the taxpayers’ money need not be wasted in such a fashion. After all, writing an e-mail is probably all you need to do to get the necessary information.
You may wish to start with New Zealand universities. I say New Zealand because the VC of Auckland University was recently poached by Oxford to be its Vice-Chancellor. The first non-English VC of Oxford since, well, since forever.
Now, that’s world-class, don’t you think? And from a country much smaller than us where the sheep outnumber the humans. Amazing.Well then, Sir, I think I’d best sign off now. You must have loads to do. Oh, before I forget, if you want to lighten the workload of your officers, may I make a last suggestion?
Why don’t you just leave the day-to-day running of the universities in the hands of the universities? I bet the Ministry has enough on its plate without having to decide about trivial things like professorial promotions and the approving of leave for academics to go to conferences and holidays overseas.
Anyway, thanks for taking the time to read my letter. Good luck with your endeavours. Until next time, I remain,
Yours sincerely,
AZMI SHAROM
Dr Azmi Sharom is an associate professor of the Law Faculty of Universiti Malaya
Sunday, March 05, 2006
Sunday School today
It has been a challenge trying to talk about Buddhism to kids in my Sunday School class who (most of them) did not want to there in the first place. Their parents of course decided that Sunday Dharma School was something good for them. It has been a struggle over the past 2 months to try to understand and tune into the frequency of the students aged between 15 - 21 years.
I personally felt that I had an interesting session this morning. I felt I could connect with (at least a couple) of the students of my class. I felt I got some of the students thinking about their actions, their lives and what they really want.
More importantly, this morning's session today was a reminder for me, a reminder that the life of the Buddha is not just an exercise in religious history. It is reminder for me that the Buddha is alive and that his spiritual journey mirrors my own spiiritual journey and that I must strive continue to look inwards, not to forget my friends and famil as Kalyana Mitrata is the whole of spiritual practice.
I do hope some of my students share similar thoughts with me and appreciate the inherent buddha-citta.
Saturday, March 04, 2006
spiritual peace at home
At times of difficulty, I search for peace, our family Guanyin Shrine is a refuge.
The Prajnaparamita Heart Sutra, reminds me of the trancient nature of all things including suffering and difficulties. The offering of flowers is a physical reminder.
sometimes the little things in life counts....................
Flame becomes a meditation object of impermenace, wisdom and strength
May you have peace in you heart, no matter what the situation.
Sabbe Satta Sukhi Hontu!
KV
Sabbe Satta Sukhi Hontu!
KV
Sunday, February 12, 2006
Are Our Kids Today Spoilt?
In a conversation with close friend recently, he lemented about how his 19-year old son ask his mum to buy lunch for him despite the fact that he has his own car, he had not been home since the previous day. To make things worse, my friend and his wife were busy that morning. In respose to the ninteen year old's request the mother began to dash off to get lunch while the father felt that the young could and should go get his own food. As simple as this incident may be it triggered an arguement between the couple.
My friend further lemented that despite having bought his son a car. The son complain - to the mother - that the car is no good and he wished to have another better one. The car he has is an older Wira. A couple of days ago I visied my sister and spotted that her 15 year old daughter had a new hair do. She calls it rebonding (something that no matter how hard I try, I can never understand what it is). It was done at a hhigh-end salon and costed RM 360 to the shock of her mother and I. Again the father thinks it's just a few ringgit hair do at the neighbour salon. These events prompts us to think about the past and of "those days" back then when things were different. My friend with the 19 year old son, recalled his childhood days where he had to help his father work just to earn every meal each day. Life was tough. When he managed to get into university, his father only provided him with RM 450 year for fees and he had to work is way through and support himself on all other necessary expenses. I am sure most of us have such stories to tell. Some will argue that we live in different times from our parents and their parents as well. Perhaps they are right. As a parent I am of the opinion that our children do not necessarily need to endure the same kind of hardship we or our own parents have endured because times are different. So, how do we draw the line. Should our kids do laundry? We did it. Only now, there is the washing machine. Should we have our kids involved in housework and chores? Then again there are maids. Some parents have argued with me that the kids can make better use of their time to do and learn things, etc, etc. But how many children do we know turn off the television when they have free time? How should we give them pocket money and help them realize the value of money?
My friend further lemented that despite having bought his son a car. The son complain - to the mother - that the car is no good and he wished to have another better one. The car he has is an older Wira. A couple of days ago I visied my sister and spotted that her 15 year old daughter had a new hair do. She calls it rebonding (something that no matter how hard I try, I can never understand what it is). It was done at a hhigh-end salon and costed RM 360 to the shock of her mother and I. Again the father thinks it's just a few ringgit hair do at the neighbour salon. These events prompts us to think about the past and of "those days" back then when things were different. My friend with the 19 year old son, recalled his childhood days where he had to help his father work just to earn every meal each day. Life was tough. When he managed to get into university, his father only provided him with RM 450 year for fees and he had to work is way through and support himself on all other necessary expenses. I am sure most of us have such stories to tell. Some will argue that we live in different times from our parents and their parents as well. Perhaps they are right. As a parent I am of the opinion that our children do not necessarily need to endure the same kind of hardship we or our own parents have endured because times are different. So, how do we draw the line. Should our kids do laundry? We did it. Only now, there is the washing machine. Should we have our kids involved in housework and chores? Then again there are maids. Some parents have argued with me that the kids can make better use of their time to do and learn things, etc, etc. But how many children do we know turn off the television when they have free time? How should we give them pocket money and help them realize the value of money?
The real challenge will really be how are we encupsulate these experiences from ourselves and our fore-fathers, transforming them to values so as our children can appreciate and they themselves can internalize, integrate with their own experiences, moulding them to be better people.
Something to think about.
KV
Something to think about.
KV
Wednesday, February 01, 2006
What Is the Ideal School?
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"
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"
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
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