Not sure if the thrust of this report in the Malaysian Insider accurately reflects what the PSD DG told the DAP contingent. That 20% of the scholarships are given based on merit seems a bit too low. I'll reproduce the article below in full since Tony is mentioned a few times. I agree with his suggestion that these scholarships should be awarded based on pre-U results such as STPM results instead of SPM results and should more accurately reflect the kinds of universities that these students manage to get accepted into.
Only 20pc of PSD scholarships given on merit
By Shannon Teoh
PUTRAJAYA, May 18 — Only 20 per cent, or one in five, of Public Service Department (PSD) scholarships are given based on merit while the rest are allocated based on racial quotas.
This appears to be a key factor leading to the public outcry over the large number of top-scorers in the Sijil Pelajaran Malaysia (SPM), Malaysia's school-leaving exam, not obtaining scholarships to further their studies.
This was revealed when DAP leaders, including its parliamentary leader Lim Kit Siang and information chief Tony Pua, met with PSD director-general Tan Sri Ismail Adam today.
Also present was DAP Socialist Youth chief Anthony Loke, who told The Malaysian Insider that Ismail had confirmed that 60 per cent of scholarships were given out based on the population ratio of respective races.
Another 10 per cent is set aside for East Malaysian Bumiputras and the same ratio for underprivileged students.
"This is at odds with what Parliament Minister Datuk Seri Nazri Aziz told the house last year, when he said it would be split according to a 55:45 ratio," Loke said.
The Rasah MP said that there was no way that the current method of allocation could hit that desired ratio.
"This change of policy is why there are more clear-cut cases of qualified students not getting scholarships this year," Loke added.
Ismail had on Saturday asked the public for understanding as there are 8,000 students who qualify on merit but his department had only 2,000 scholarships to allocate.
Lim, in a press conference on Friday, had called for students with nine 1As and onwards to "automatically qualify for scholarships, especially now that the new prime minister has promised to put the people first."
Pua today also called for a total reform of the system, saying that too many high achievers were falling through the net and that pre-university courses such as A-levels or the local equivalent, Sijil Tinggi Pelajaran Malaysia, were a more accurate benchmark for who deserved a scholarship.
"We should change the benchmark to the point when they actually apply to enter university. Then if you do not get accepted into a certain list of universities, there is no argument – you are simply not qualified for a scholarship," he told The Malaysian Insider.
Monday, May 18, 2009
Satu Sekolah Demi Semua
Here we go again. Yet another campaign to try to pin all of Malaysia's racial problems on vernacular schools. Someone called 'Blog Demi Negara' has started an online petition entitled 'Satu Sekolah Demi Semua'. I'll paste the contents of the petition below and then comment on it.
Sekolah Vernakular (SJKC dan SJKT) adalah punca utama ketidakserasian dan ketegangan kaum di negara kita tercinta.
Fenomena ini adalah unik di dunia ini dan telah menjadi suatu barah yang kian menular dalam kancah kerapuhan masyarakat Malaysia. Jika gejala Sekolah Vernakular ini tidak dibendung, negara kita akan terus bergerak ke ambang kehancuran.
Pengkajian semula sistem pelajaran negara ini haruslah dilakukan memandangkan fenomena perpecahan kaum yang semakin meruncing di masa kini. Gejala ini amatlah jelas sekali di alam siber dimana segelintir masyarakat kini mempamirkan sikap anti-negara yang semakin ketara dan berleluasa. Jelas sekali, anasir-anasir ini tidak menghormati asas dan prinsip perlembagaan negara Malaysia, tiada rasa cinta kepada tanah air dan juga menonjolkan penulisan hasutan yang mencetuskan sentimen perkauman yang begitu ketara sekali.
Secara lantangnya, puak ini mempertikaikan segala unsur yang melambangkan kedaulatan dan intipati negara kita tercinta.
Kami menyeru agar gejala Sekolah Vernakular ini di hapuskan secara total.
Komuniti Demi Negara
Note:-
Satu Sekolah Untuk Semua (SSS) is a grassroot movement to reset one of the key foundations of our nationhood and create the essence of a united and cohesive Malaysia. There is no other way to forge national integration, national unity and to instill a sense of shared destiny except to vigorously push for a streamlined, singular School System for ALL Malaysians.
Every single one of us, of all origin and ethnicity, must speak in one tongue and undergo the same educational journey as Warganegaras of this land. No single Anak Bangsa Malaysia should be allowed to fall into the communal trap laid by selfish, irrational chauvinists and denied the same opportunity as Mainstream Malaysiana. Support SSS for our nation's future. Do sign the petition. Get your family and friends to sign as well. Lets collectively make SSS a reality for the future of our Tanah Air Tercinta.
While I think that we can have a legitimate discussion on the pros and cons of having vernacular schools, I personally think that it is ludicrous to imply that just by getting rid of vernacular schools, we would be able to achieve national unity ala Indonesia or even Singapore, which Rocky seems to imply here.
Having a single language of instruction has not decreased the level of ethnic and religious tension in Indonesia. Nor has it torn down racial barriers sufficiently in the US. Having different languages has not torn apart India as a country.
For sure, having different types of schools with different languages of instruction makes building a strong and cohesive national unity more difficult but it does not make it impossible. Furthermore, it needs to be emphasized again that getting rid of vernacular education is not a panacea towards solving all our racial problems. Indeed, if it is not done alongside other measures which imply racial differences in this country such as the policies associated with the NEP and so on, it will most likely INCREASE racial tensions and unhappiness.
Taking cheap shots at vernacular education in Malaysia is always the easy option out. It's far easier to identify such 'bogeymen' than to do the harder work of improving the state of education in our schools, regardless of the medium of instruction. For example, how do we improve the quality and skill levels of our teachers? How do we try to narrow the urban-rural divide in our education system? How do we improve the level of spoken and written English across all schools, both vernacular as well as sekolah kebangsaan? These are tough challenges and ones which are not easily solved by simplistic petitions and rabble rousing attempts.
Let's have a discussion on these issues instead of making vernacular schools the target.
Sekolah Vernakular (SJKC dan SJKT) adalah punca utama ketidakserasian dan ketegangan kaum di negara kita tercinta.
Fenomena ini adalah unik di dunia ini dan telah menjadi suatu barah yang kian menular dalam kancah kerapuhan masyarakat Malaysia. Jika gejala Sekolah Vernakular ini tidak dibendung, negara kita akan terus bergerak ke ambang kehancuran.
Pengkajian semula sistem pelajaran negara ini haruslah dilakukan memandangkan fenomena perpecahan kaum yang semakin meruncing di masa kini. Gejala ini amatlah jelas sekali di alam siber dimana segelintir masyarakat kini mempamirkan sikap anti-negara yang semakin ketara dan berleluasa. Jelas sekali, anasir-anasir ini tidak menghormati asas dan prinsip perlembagaan negara Malaysia, tiada rasa cinta kepada tanah air dan juga menonjolkan penulisan hasutan yang mencetuskan sentimen perkauman yang begitu ketara sekali.
Secara lantangnya, puak ini mempertikaikan segala unsur yang melambangkan kedaulatan dan intipati negara kita tercinta.
Kami menyeru agar gejala Sekolah Vernakular ini di hapuskan secara total.
Komuniti Demi Negara
Note:-
Satu Sekolah Untuk Semua (SSS) is a grassroot movement to reset one of the key foundations of our nationhood and create the essence of a united and cohesive Malaysia. There is no other way to forge national integration, national unity and to instill a sense of shared destiny except to vigorously push for a streamlined, singular School System for ALL Malaysians.
Every single one of us, of all origin and ethnicity, must speak in one tongue and undergo the same educational journey as Warganegaras of this land. No single Anak Bangsa Malaysia should be allowed to fall into the communal trap laid by selfish, irrational chauvinists and denied the same opportunity as Mainstream Malaysiana. Support SSS for our nation's future. Do sign the petition. Get your family and friends to sign as well. Lets collectively make SSS a reality for the future of our Tanah Air Tercinta.
While I think that we can have a legitimate discussion on the pros and cons of having vernacular schools, I personally think that it is ludicrous to imply that just by getting rid of vernacular schools, we would be able to achieve national unity ala Indonesia or even Singapore, which Rocky seems to imply here.
Having a single language of instruction has not decreased the level of ethnic and religious tension in Indonesia. Nor has it torn down racial barriers sufficiently in the US. Having different languages has not torn apart India as a country.
For sure, having different types of schools with different languages of instruction makes building a strong and cohesive national unity more difficult but it does not make it impossible. Furthermore, it needs to be emphasized again that getting rid of vernacular education is not a panacea towards solving all our racial problems. Indeed, if it is not done alongside other measures which imply racial differences in this country such as the policies associated with the NEP and so on, it will most likely INCREASE racial tensions and unhappiness.
Taking cheap shots at vernacular education in Malaysia is always the easy option out. It's far easier to identify such 'bogeymen' than to do the harder work of improving the state of education in our schools, regardless of the medium of instruction. For example, how do we improve the quality and skill levels of our teachers? How do we try to narrow the urban-rural divide in our education system? How do we improve the level of spoken and written English across all schools, both vernacular as well as sekolah kebangsaan? These are tough challenges and ones which are not easily solved by simplistic petitions and rabble rousing attempts.
Let's have a discussion on these issues instead of making vernacular schools the target.
Friday, May 15, 2009
JPA Scholarships – Seeking A Fair & Equitable Policy
Read about all the renewed controversy over the JPA scholarships recently? Check out Kian Ming's latest take (of our many takes).
Well, in the light of the neverending controversy over the award of government scholarships by Jabatan Perkhidmatan Awam (JPA) of the Prime Minister's Department, DAP will be holding a forum/dialogue session to obtain feedback from:
In addition, for students and scholars who are not able to make it for the forum (e.g., if you are overseas or if you live outstation, you are welcome to submit written submissions to the panel. Please write to: dapscholarship (at) rocketmail (dot) com.
Please forward details of the above forum to all parties concerned, especially those who have failed to secure scholarships despite outstanding results. We will be making a compilation of the complaints, appeals and suggestions made during the evening.
Well, in the light of the neverending controversy over the award of government scholarships by Jabatan Perkhidmatan Awam (JPA) of the Prime Minister's Department, DAP will be holding a forum/dialogue session to obtain feedback from:
- aggrieved students
- current and former local and overseas scholars
- academics
- the general public
JPA Scholarships – Seeking A Fair & Equitable PolicyThe panelists will include:
Venue: KL & Selangor Chinese Assembly Hall
Date: 19th May 2009 (Tuesday)
Time: 8.00 pm
- Lim Kit Siang, DAP Parliamentary Leader and MP for Ipoh Timor,
- Anthony Loke Siew Fook, MP for Rasah and DAPSY Chief,
- Tony Pua, MP for Petaling Jaya Utara,
- Dr Dzulkifli Ahmad, PAS Research Centre Director and MP for Kuala Selangor
- Nik Nazmi Nik Ahmad, Selangor ADUN for Seri Setia
In addition, for students and scholars who are not able to make it for the forum (e.g., if you are overseas or if you live outstation, you are welcome to submit written submissions to the panel. Please write to: dapscholarship (at) rocketmail (dot) com.
Please forward details of the above forum to all parties concerned, especially those who have failed to secure scholarships despite outstanding results. We will be making a compilation of the complaints, appeals and suggestions made during the evening.
Thursday, May 14, 2009
Never ending JPA scholarship 'controversies'
The latest JPA scholarship results have been announced and not surprisingly, it has been met with howls of protests among the usual quarters, starting with the MCA.
Here are a few links to some newspaper reports that document these protests as well as the JPA's response to these protests. You can access them here, here and here.
Protests and appeals should not be surprising given the limited number of scholarships and the higher number of 'deserving' candidates. But the JPA is not helpless in trying to quell some of these protests.
What the JPA needs to do is the following:
(i) Clarify the objectives of the JPA scholarship
- Is it to give an opportunity for academically excellent Malaysian students to study abroad?
- Is it to create a pool of talented workers who would come back to serve the country in the civil service?
- Is it to reward students from academically disadvantaged backgrounds e.g. from rural areas, from lower class families, from Sabah and Sarawak etc... an opportunity to study abroad?
- Does awarding the local versus the foreign JPA scholarship fulfill different objectives e.g. are those who are academically more gifted awarded the foreign JPA scholarship?
- How important is the racial 'quota' in determining who ultimately gets this scholarship?
Right now, my impression is that the JPA is trying to be all things to all people and trying to fulfill too many fast changing objectives with the awarding of these scholarships.
(ii) Make the criterion for obtaining these scholarships transparent to the public
- Hopefully what this will do is to quell some of the protests. At least if the public knows what these criterion are e.g. to reward students from rural areas, they will understand even if they might not agree with these criteria.
I always feel that more information and transparency is better.
(iii) Have some sort of tracking mechanism to see if these objectives have been met
- For example, JPA could easily track the statistics of different scholarship recipients e.g. % of scholars obtaining places to study in the top universities in the UK or US, graduation rates of scholars with different academic abilities based on their SPM results, % of scholars who return to Malaysia after graduation, % of scholars who return to Malaysia and work for the civil service, etc...
- Using these statistics, the JPA as well as their political masters can decide on whether their objectives have been fulfilled and if not, how the criteria for selection needs to be changed to fulfill these objectives
Right now, most JPA scholars who go abroad either don't come back to Malaysia or if they do, end up working in the private sector which is what they would have done anyways, without the JPA scholarship. Hence, it is a waste of taxpayers money.
My sense is that for this year's JPA scholarship, many more students who did not achieve academically stellar SPM results and who were from rural areas were awarded a disproportionate share of the scholarships while many students who were more academically superior but who are from the urban areas were rejected.
We've blogged about the JPA scholarships many, many times in this blog. I will summarize some of the recommendations which have been put forth here:
(i) Award these scholarships only after these students have applied to and obtained places in foreign universities
(ii) Give priority to those students who have obtained places in some of the top schools in foreign universities based on a pre-approved list of universities
(iii) Bond these students so that they have to return to Malaysia to serve in the civil service
If I were advising the Malaysian government on this matter, I would recommend the following steps:
(i) Refer to the JPA foreign scholarships as the JPA scholarships. Call the local scholarships something else since most of the attention is paid to the places for foreign universities.
(ii) Restrict the number of JPA foreign scholarships so that you can be more selective about who you pick to received these scholarships.
(iii) Create an administrative layer within the civil service that is specifically in charge of 'taking in' these JPA scholars as civil servants so that their skills and expertise can be utilized for the public good
(iv) Allow other GLCs to recruit these JPA scholars but with the caveat that these GLCs have to pay back a certain value of the scholarships (but with a discount) so that the taxpayers' money is accounted for
I would make it absolutely clear that the JPA foreign scholarships will be awarded to the best and the brightest who are willing to come back to serve their country. This way, the JPA scholarships will have a focus instead of trying to be all things to all people.
And hopefully, end some of these always occurring 'controversies' about who is or is not deserving of a JPA foreign scholarship.
Here are a few links to some newspaper reports that document these protests as well as the JPA's response to these protests. You can access them here, here and here.
Protests and appeals should not be surprising given the limited number of scholarships and the higher number of 'deserving' candidates. But the JPA is not helpless in trying to quell some of these protests.
What the JPA needs to do is the following:
(i) Clarify the objectives of the JPA scholarship
- Is it to give an opportunity for academically excellent Malaysian students to study abroad?
- Is it to create a pool of talented workers who would come back to serve the country in the civil service?
- Is it to reward students from academically disadvantaged backgrounds e.g. from rural areas, from lower class families, from Sabah and Sarawak etc... an opportunity to study abroad?
- Does awarding the local versus the foreign JPA scholarship fulfill different objectives e.g. are those who are academically more gifted awarded the foreign JPA scholarship?
- How important is the racial 'quota' in determining who ultimately gets this scholarship?
Right now, my impression is that the JPA is trying to be all things to all people and trying to fulfill too many fast changing objectives with the awarding of these scholarships.
(ii) Make the criterion for obtaining these scholarships transparent to the public
- Hopefully what this will do is to quell some of the protests. At least if the public knows what these criterion are e.g. to reward students from rural areas, they will understand even if they might not agree with these criteria.
I always feel that more information and transparency is better.
(iii) Have some sort of tracking mechanism to see if these objectives have been met
- For example, JPA could easily track the statistics of different scholarship recipients e.g. % of scholars obtaining places to study in the top universities in the UK or US, graduation rates of scholars with different academic abilities based on their SPM results, % of scholars who return to Malaysia after graduation, % of scholars who return to Malaysia and work for the civil service, etc...
- Using these statistics, the JPA as well as their political masters can decide on whether their objectives have been fulfilled and if not, how the criteria for selection needs to be changed to fulfill these objectives
Right now, most JPA scholars who go abroad either don't come back to Malaysia or if they do, end up working in the private sector which is what they would have done anyways, without the JPA scholarship. Hence, it is a waste of taxpayers money.
My sense is that for this year's JPA scholarship, many more students who did not achieve academically stellar SPM results and who were from rural areas were awarded a disproportionate share of the scholarships while many students who were more academically superior but who are from the urban areas were rejected.
We've blogged about the JPA scholarships many, many times in this blog. I will summarize some of the recommendations which have been put forth here:
(i) Award these scholarships only after these students have applied to and obtained places in foreign universities
(ii) Give priority to those students who have obtained places in some of the top schools in foreign universities based on a pre-approved list of universities
(iii) Bond these students so that they have to return to Malaysia to serve in the civil service
If I were advising the Malaysian government on this matter, I would recommend the following steps:
(i) Refer to the JPA foreign scholarships as the JPA scholarships. Call the local scholarships something else since most of the attention is paid to the places for foreign universities.
(ii) Restrict the number of JPA foreign scholarships so that you can be more selective about who you pick to received these scholarships.
(iii) Create an administrative layer within the civil service that is specifically in charge of 'taking in' these JPA scholars as civil servants so that their skills and expertise can be utilized for the public good
(iv) Allow other GLCs to recruit these JPA scholars but with the caveat that these GLCs have to pay back a certain value of the scholarships (but with a discount) so that the taxpayers' money is accounted for
I would make it absolutely clear that the JPA foreign scholarships will be awarded to the best and the brightest who are willing to come back to serve their country. This way, the JPA scholarships will have a focus instead of trying to be all things to all people.
And hopefully, end some of these always occurring 'controversies' about who is or is not deserving of a JPA foreign scholarship.
Wednesday, May 13, 2009
Treating students with respect
Amidst the political turmoil in our country, this little story headlined Student alleges sexual assault by teacher appeared in Malaysiakini. For the benefit of those without a subscription, a Form 2 student claims her male teacher physically assaulted and sexually abused her in front of her classmates—and when she reported it, the discipline teacher told her to keep the matter a secret. She told her parents, who confronted the principal—but the principal claimed the teacher had only scolded the girl for not bringing her Malay grammar book to school.
Sexual and physical abuse is a clearcut issue, so let's talk about a related problem: discipline. I am not opposed to caning in the household or in school; I think used properly, the cane can reinforce a good lesson. But the problem is, caning is difficult to do responsibly. And the reason it is hard to cane responsibly is that it is hard to discipline young people responsibly.
A big problem with expecting schools to enforce discipline is that it is hard to respect children and young adults as people who have their own thoughts and feelings. I've attended many different schools, all of which had their own approaches to discipline. But in almost every case, I think the approach would have been very different if the teachers had been dealing with someone their own age and size, instead of someone younger and smaller than them.
You can argue that young primary schoolchildren need harsh discipline; I am inclined to disagree, but I can accept that. What I cannot accept is the idea that young adults in secondary school still need to be scolded and caned like primary schoolchildren for things like forgetting their books. How is this supposed to reinforce the lesson? These are young adults who are already in a position to think for themselves. If canings and harsh scoldings are supposed to work on young adults, why don't bosses cane their subordinates?
Yes, there are bosses who do yell at their employees, and there are some who even beat them. The latter is illegal, and the former is just bad business. It may be better to be feared than to be loved, but you should at least be feared for the right reasons.
I think a lot about my primary school headmistress when it comes to the question of fear, because everyone in my primary school was deathly afraid of her. I can't remember ever seeing her cane anyone; she never even yelled at anyone. There was just something in her demeanour which told us she meant business, and that she would not look kindly upon anyone who let her down. If you did let her down, you would get a stern talking to from her, but she wouldn't beat you up. She wouldn't shout at you. She would tell you what you had done wrong, and what she expected from you—and you would scurry away, tail tucked firmly between your legs, knowing you never wanted to get another such talk from her again.
The difference is that my headmistress knew that people will respect you when you first respect them (a lesson some politicians on both sides of the aisle could learn). She treated us as responsible people who knew what was right and wrong, even though we were just primary schoolkids. She made us feel shamed, not because we had been punished, but because we had let her and let ourselves down. That is the kind of shame and fear which works. This is why my headmistress was both feared and loved.
Because so many teachers do not understand that fear and love have to go hand-in-hand, we get incidents of teachers beating up and humiliating pupils. While this might work in the short run, it eventually makes school even more unpleasant for students, and makes them even more disinclined to learn.
I am presently reading a book by actor Keith Johnstone—a former teacher who hated school. One fantastic observation Johnstone makes is that we misunderstand the difference between good and bad teachers. Education, he points out, is not a quantity, of which good teachers dole out a lot, and bad teachers only a little. Good teachers, he says, really make you learn. Bad teachers really make you unlearn. This strikes me as true in a variety of ways, but I cannot think of an area where this applies more than discipline. Good teachers give you lessons in discipline which last for life; bad teachers only wind up making you even worse off than you were before.
Sexual and physical abuse is a clearcut issue, so let's talk about a related problem: discipline. I am not opposed to caning in the household or in school; I think used properly, the cane can reinforce a good lesson. But the problem is, caning is difficult to do responsibly. And the reason it is hard to cane responsibly is that it is hard to discipline young people responsibly.
A big problem with expecting schools to enforce discipline is that it is hard to respect children and young adults as people who have their own thoughts and feelings. I've attended many different schools, all of which had their own approaches to discipline. But in almost every case, I think the approach would have been very different if the teachers had been dealing with someone their own age and size, instead of someone younger and smaller than them.
You can argue that young primary schoolchildren need harsh discipline; I am inclined to disagree, but I can accept that. What I cannot accept is the idea that young adults in secondary school still need to be scolded and caned like primary schoolchildren for things like forgetting their books. How is this supposed to reinforce the lesson? These are young adults who are already in a position to think for themselves. If canings and harsh scoldings are supposed to work on young adults, why don't bosses cane their subordinates?
Yes, there are bosses who do yell at their employees, and there are some who even beat them. The latter is illegal, and the former is just bad business. It may be better to be feared than to be loved, but you should at least be feared for the right reasons.
I think a lot about my primary school headmistress when it comes to the question of fear, because everyone in my primary school was deathly afraid of her. I can't remember ever seeing her cane anyone; she never even yelled at anyone. There was just something in her demeanour which told us she meant business, and that she would not look kindly upon anyone who let her down. If you did let her down, you would get a stern talking to from her, but she wouldn't beat you up. She wouldn't shout at you. She would tell you what you had done wrong, and what she expected from you—and you would scurry away, tail tucked firmly between your legs, knowing you never wanted to get another such talk from her again.
The difference is that my headmistress knew that people will respect you when you first respect them (a lesson some politicians on both sides of the aisle could learn). She treated us as responsible people who knew what was right and wrong, even though we were just primary schoolkids. She made us feel shamed, not because we had been punished, but because we had let her and let ourselves down. That is the kind of shame and fear which works. This is why my headmistress was both feared and loved.
Because so many teachers do not understand that fear and love have to go hand-in-hand, we get incidents of teachers beating up and humiliating pupils. While this might work in the short run, it eventually makes school even more unpleasant for students, and makes them even more disinclined to learn.
I am presently reading a book by actor Keith Johnstone—a former teacher who hated school. One fantastic observation Johnstone makes is that we misunderstand the difference between good and bad teachers. Education, he points out, is not a quantity, of which good teachers dole out a lot, and bad teachers only a little. Good teachers, he says, really make you learn. Bad teachers really make you unlearn. This strikes me as true in a variety of ways, but I cannot think of an area where this applies more than discipline. Good teachers give you lessons in discipline which last for life; bad teachers only wind up making you even worse off than you were before.
Thursday, May 07, 2009
Delay in Science and Math decision
Looks like the new Education Minister and Deputy Prime Minister, Tan Sri Muhyiddin Yassin, has decided to defer the decision on whether to continue teaching Science and Math in English until he is "satisfied with the analysis about what are effects from the current policies and what could be improved or if there is a need to amend the policies".
This is part of the same newspaper report by the Malaysian Insider.
“We are looking at some research carried out by a number of independent bodies. They have given me feedback which is not very similar to what the round table discussion that we have. Some round table do not have enough facts and evidences.
“There are a lot of feedback which I think has to be looked at and we are prepared to wait a little bit longer because whatever decision that the government is going to make on this issue is important because we do not want to be seen as a flip flop in terms of administering this issue,” Muhyiddin said.
He added that the Ministry is open to any parties that are willing to share their views on the issue and that he will only decide when the time is right.
“What is important in this stage is that many parties have given their own opinions. Some agreed and others have disagreed. What is important is the future of our national language, the importance of the English language and also the future of our children,” Muhyiddin said.
This issue has been debated ad nauseum and I'm sure that enough trees have been felled and enough coffee drunk over round tables and discussions to give a perfectly healthy man diabetes.
I don't think this is a problem that is particular to the Malaysian political system. In any country with a parliamentary system, when there is a change in not only the Minister in charge of a certain Ministry but also the Prime Minister, it is very likely that the new Minister in question would not just blindly adopt the positions of his predecessor.
In this case, the former Education Minister, Datuk Seri Hishamuddin Hussein, did not make any decision on whether the teaching of Science and Math in English would continue next year. Hence, it is only natural that Muhyiddin would not want to make a quick decision that may be uniformed, at least on his part.
But still, one cannot help but think that at the end of the day, whatever decision that will be made, will come at the expense of the students themselves since this delay will probably lead to delays in possible changes to the curriculum, the textbooks, etc...
This kind of delay almost makes me wish that Muhyiddin and the government of the day will just bite the bullet and make a decision on this and then take the heat from it. Whatever decision they make, there are bound to be some groups who will be unhappy. So might as well bite the bullet sooner rather than later.
This is part of the same newspaper report by the Malaysian Insider.
“We are looking at some research carried out by a number of independent bodies. They have given me feedback which is not very similar to what the round table discussion that we have. Some round table do not have enough facts and evidences.
“There are a lot of feedback which I think has to be looked at and we are prepared to wait a little bit longer because whatever decision that the government is going to make on this issue is important because we do not want to be seen as a flip flop in terms of administering this issue,” Muhyiddin said.
He added that the Ministry is open to any parties that are willing to share their views on the issue and that he will only decide when the time is right.
“What is important in this stage is that many parties have given their own opinions. Some agreed and others have disagreed. What is important is the future of our national language, the importance of the English language and also the future of our children,” Muhyiddin said.
This issue has been debated ad nauseum and I'm sure that enough trees have been felled and enough coffee drunk over round tables and discussions to give a perfectly healthy man diabetes.
I don't think this is a problem that is particular to the Malaysian political system. In any country with a parliamentary system, when there is a change in not only the Minister in charge of a certain Ministry but also the Prime Minister, it is very likely that the new Minister in question would not just blindly adopt the positions of his predecessor.
In this case, the former Education Minister, Datuk Seri Hishamuddin Hussein, did not make any decision on whether the teaching of Science and Math in English would continue next year. Hence, it is only natural that Muhyiddin would not want to make a quick decision that may be uniformed, at least on his part.
But still, one cannot help but think that at the end of the day, whatever decision that will be made, will come at the expense of the students themselves since this delay will probably lead to delays in possible changes to the curriculum, the textbooks, etc...
This kind of delay almost makes me wish that Muhyiddin and the government of the day will just bite the bullet and make a decision on this and then take the heat from it. Whatever decision they make, there are bound to be some groups who will be unhappy. So might as well bite the bullet sooner rather than later.
School choice in Malaysia
A major shortcoming of the Malaysian education system is its cookie-cutter style of teaching, which assumes students are homogeneous, have the same learning styles, and learn at the same pace. One solution which is often touted by education reformers in other countries, and one I personally am partial to, is the idea of school choice.
The fundamental idea is to give families a choice of schools besides those in the standard public school system. A common mechanism for accomplishing this is school vouchers: the government gives each family a voucher, which can either be redeemed for a standard public school education, or at a private school. Another such mechanism is charter schools — schools funded like public schools, but more like private schools in terms of autonomy and freedom to operate. (Charter schools are funded by the central government, but held accountable by the local government or another entity which sponsors the charter.) Both have been implemented to some degree in many other countries; New Zealand in particular has completely switched over to charter schools for its public school system.
The BBC has a brief and interesting piece on school vouchers in Sweden. I have brought up the idea of school choice on this blog before, but many people dismissed it as unstructured and giving schools too much autonomy to operate. As the Swedish example shows, school choice doesn't mean removing government from the picture. The government sets out some fundamental requirements from schools, and sets schools free to accomplish these requirements however they wish. If we were to have school choice in Malaysia, we could well still have standardised exams -- schools would still be required to perform according to set metrics.
One last, brief word on school choice: although I have never been a fan of the Chinese school system, a reason I think they work so well (compared to other public schools) is because they are run like charter schools. Chinese schools are primarily accountable to the communities they serve, and are relatively free from government interference in how they are run. Each school thus has some distinct character to it, and does things differently -- and this positive competition thus not only leads to better schools overall, but also caters to a broader spectrum of people than the standard, homogeneous national schools.
The fundamental idea is to give families a choice of schools besides those in the standard public school system. A common mechanism for accomplishing this is school vouchers: the government gives each family a voucher, which can either be redeemed for a standard public school education, or at a private school. Another such mechanism is charter schools — schools funded like public schools, but more like private schools in terms of autonomy and freedom to operate. (Charter schools are funded by the central government, but held accountable by the local government or another entity which sponsors the charter.) Both have been implemented to some degree in many other countries; New Zealand in particular has completely switched over to charter schools for its public school system.
The BBC has a brief and interesting piece on school vouchers in Sweden. I have brought up the idea of school choice on this blog before, but many people dismissed it as unstructured and giving schools too much autonomy to operate. As the Swedish example shows, school choice doesn't mean removing government from the picture. The government sets out some fundamental requirements from schools, and sets schools free to accomplish these requirements however they wish. If we were to have school choice in Malaysia, we could well still have standardised exams -- schools would still be required to perform according to set metrics.
One last, brief word on school choice: although I have never been a fan of the Chinese school system, a reason I think they work so well (compared to other public schools) is because they are run like charter schools. Chinese schools are primarily accountable to the communities they serve, and are relatively free from government interference in how they are run. Each school thus has some distinct character to it, and does things differently -- and this positive competition thus not only leads to better schools overall, but also caters to a broader spectrum of people than the standard, homogeneous national schools.
Tuesday, April 21, 2009
Exams no longer final word on assessment?
Much appreciation to Firdaus, who in the comments of Kian Ming's post on the new Deputy Education Minister pointed us to the news that the UPSR and potentially PMR and SPM too will no longer be the last word on pupils' performance. This is a dramatic change in our education system, and it seems to be new Education Minister Muhyiddin Yassin's attempt to make his mark.
Unfortunately, I don't think we have enough information on this policy change to draw conclusions regarding its worthiness. In the abstract, it's a good enough idea: the notion that two or three exams should forever define your school years is ridiculous, because even in our mostly dreary education system, you get so much out of school beyond just knowing how to pass exams.
But even when I was in school, it was understood that the UPSR, PMR and SPM were not the be-all and end-all: you had to do well on the tests and exams routinely meted out in school too. Of course, they weren't as important as the big three — I actually failed a couple of tests when I was in school, and it didn't ruin my life — but you were expected to do well because they were basically dry runs for whatever exam the school was prepping you for. In primary school, tests and exams were dry runs for the UPSR; in secondary school, they became preparation for the PMR and SPM.
So if the new policy is just incorporating these tests and exams into the final assessment, then not much really changes. The assessment is still fundamentally testing only one trait: how well you can take the exams designed by the Education Ministry. Unless you change how we actually design the exams, this is purely a cosmetic change. The only useful and meaningful difference will be that if you fall sick during a major exam, your grades won't be as bad as they were before. The assessment system will still tell us nothing about how well our pupils can think or analyse information — all it will tell us now is whether our pupils can consistently take exams and answer the preset questions correctly over the course of six years, instead of one or two months.
Unfortunately, I don't think we have enough information on this policy change to draw conclusions regarding its worthiness. In the abstract, it's a good enough idea: the notion that two or three exams should forever define your school years is ridiculous, because even in our mostly dreary education system, you get so much out of school beyond just knowing how to pass exams.
But even when I was in school, it was understood that the UPSR, PMR and SPM were not the be-all and end-all: you had to do well on the tests and exams routinely meted out in school too. Of course, they weren't as important as the big three — I actually failed a couple of tests when I was in school, and it didn't ruin my life — but you were expected to do well because they were basically dry runs for whatever exam the school was prepping you for. In primary school, tests and exams were dry runs for the UPSR; in secondary school, they became preparation for the PMR and SPM.
So if the new policy is just incorporating these tests and exams into the final assessment, then not much really changes. The assessment is still fundamentally testing only one trait: how well you can take the exams designed by the Education Ministry. Unless you change how we actually design the exams, this is purely a cosmetic change. The only useful and meaningful difference will be that if you fall sick during a major exam, your grades won't be as bad as they were before. The assessment system will still tell us nothing about how well our pupils can think or analyse information — all it will tell us now is whether our pupils can consistently take exams and answer the preset questions correctly over the course of six years, instead of one or two months.
Sunday, April 19, 2009
Special Birthday Dedication to Ms Liew
This post is from Gabrielle and it is dedicated to a very special teacher by the name of Ms Liew. I think after reading this, we will all agree that we need more teachers like Ms Liew.
Today (April 19) is Ms Liew’s birthday, and this note is dedicated to her. (from Gabrielle Chong)
Back in secondary school, I hated Teacher’s Day. I hated the extravagant celebrations in my humid school hall. I hated the pretentious song dedications. I hated the students’ awful, half-baked attempts at performing, err, titillating pop dances (it was an all-girls school). Most of all, I hated the fact that while the entire school of over a hundred teachers and over two thousand students would sit down comfortably inside the hall to savor the show, the one teacher that I loved most happened to be the discipline teacher, and she would spend every Teacher’s Day (and Report Card Day, and Graduation Day, and ABC Teacher’s Retirement Day, and…) breaking out in sweat, manning the school compound, singling out troublemakers and catching truants. The hardest working teacher in school, working even harder on Teacher’s Day.
The first thing you will notice about Ms Liew is her tall, slim figure, partly due to God-given slim genes, and partly due to fact she has little time to eat. The second thing you will notice about her is her gauntness (sorry lah if you are reading this, Ms Liew!), the accumulated consequence of over two decades of labour from the heart. The third thing you will notice about her, if she opens her mouth, is her crisp, clear, ferocious yet comical voice, which can either reduce even the most defiant delinquent in school to tears, or drive a whole hall of students roaring in laughter.
Witty, sporting and outgoing, Ms Liew was one of the most popular teachers in school. But the students who claimed a special place in her heart were the outcasts: troubled teens, antisocial youths, school rebels and failing students. As much she came down hard on school hooligans, she worked even harder to bring them back within the embrace of the school community. She gave her care to the students who least deserved it, because they needed it most.
Ms Liew was stern, for sure. When the school received complaints from the public that truants were patronising various restaurants in school uniforms, she drove around the school, alone, early in the mornings to round the truants up. And when she scolds you in her trademark crisp, clear, ferocious tone, you would feel your hair standing on it edges. But she also had sneakier ways of changing people’s lives. If she decided that you looked troubled, she would take painstaking efforts to chat you up after school to get to know you better as a person. If she thought that you were isolated and defiant, she would rope you in for cheerleading and other activities so that you would feel involved as a part of the school community. There was also an occasion when she convinced a group of problematic students to take part in a Teacher’s Day performance and give roses to the teachers with whom they usually were on bad terms. The experience transformed everyone a little bit, both the teachers and the students.
In 2007, I successfully nominated Ms Liew for Teacher Idol, a Teacher’s Day tribute organised by The Star. When reporters and photographers from The Star came to take a photo of her, Ms Liew went to the ‘weak’ Arts classes to gather students for the photo shoot. The thrilled students rushed out and carried Ms Liew in the air. The photo was never published, but I understood what Ms Liew wanted to do. She wanted the ‘weak’ students, who never get to enjoy five minutes of fame as straight A students, have their chance in getting the slightest bit of recognition.
A friend of mine, from another school, once told me the tragic story of two girls in her alma mater who were constantly abused by their father. They finally snapped one day, and engaged their boyfriends to murder him. The two boys were sent to prison, while the girls were sent to a rehabilitation center. I sometimes think that if they had a Ms Liew in their school, tragedies like that would never happen - observant Ms Liew would have singled the solemn-looking girls out for counselling and discover their problems. Or rather, if there were Ms Liews in every school, the world would improve by leaps and bounds.
There were, of course, times when Ms Liew had her fair share of hardcore delinquents who did not budge at kindness. There were vengeful students who tried to intimidate her with mockery and vandalizing her car. But after stern disciplinary action was taken in each of those incidents, there was always, always room for forgiving and reconciliation. Today, countless ex-students return to my alma mater year after year to visit the teacher who had made such a profound impact on their lives.
Ms Liew was my school discipline teacher for many years (she has since been promoted to other positions), but her stint at my alma mater covered many other roles which she performed simultaneously. Among other things, she was the legendary teacher-advisor of the prefectorial board, the English team debate coach, the choral speaking coach (she wrote the script for the team every year), and the default co-ordinator for every major school event. In a nutshell, she was the backbone of an entire school.
I first interacted with her when I was in Form One, but only began seeing her regularly in when I was in Form Three as one of her prefects. At that time, I was still an angry, highly aggressive, defiant teen who had quarrelled with probably half the school’s teacher and student body.
One day, I yelled at a teacher right in front of a whole class so badly that I reduced her to tears (it was sparked by a petty quarrel over her insisting that I make my personal notes in pencil and not pens). I thought that that marked the end of my stint in the prefectorial board and the start of even greater contempt by the school towards me. I expected a heavy lashing by Ms Liew. She did see me eventually, but she never raised her voice at me, nor did she strip me of my position. I later apologized to the teacher that I had scolded. If there was one thing I learned from Ms Liew, it was redemption.
In Form Four, I conjured the courage to write her a 9-page letter one day, with a full list of questions on religion, existentialism, ethics and morality. These were the questions that had brought me a decade of weird stares, isolation and reputation as a weirdo in a conservative, Chinese school environment. Ms Liew met me for a chat in the office one day to reply my questions in that letter. From that day onwards, I no longer felt like an outcast.
Ms Liew had her quirky ways of teaching her students. Once, she told the debaters to research a topic over the weekend in preparation for a practice debate in front of a class. When that day arrived, she gave us our motion an hour before we were due to hold our debate. The motion was entirely different from the topic she had asked us to research, and we suddenly found ourselves with impromptu public speaking skills that we never knew we had.
Another memorable incident occurred during one of the prefectorial board outdoor camps. While going on a night hike one day on Pangkor Island, Ms Liew sneaked up behind us, grabbed the last prefect in the single file and brought her back to the base camp. Amazingly, no one realized that she was missing. When head counts were made back at the base, everyone was traumatized by the knowledge that one of our fellow friends was missing. Ms Liew brought out the ‘missing girl’ a few hours later, and we had a good lesson on accountability and responsibility for others.
My six years of friendship with Ms Liew was never a smooth one. We had our vast ideological differences, and we constantly feuded over disagreements on religious, sexuality and various social issues as well as personal matters, but none of these disagreements were ever severe enough to destroy our bond.
Like all cool teachers, Ms Liew was renowned for her raunchy sense of humour as much as for her intellect. She used to brag that she gave sizzling lessons on reproduction while serving as a biology teacher at an all-boys school. “We even discussed whether cats have orgasms”, she smirked. Another time, when she introduced a new, male teacher trainee into the school, she remarked to an entire hall of students, “We have a new teacher today, and he’s a guy…I can already hear your hormones raging.” In addition, Ms Liew was the first liberal intellect that I knew in my life. After entering the debate team in Form Four, she lent me her stack of socioeconomics, history and political books - the first time I had access to a huge pile of advanced reading material (that was how I felt back then), and which later spurred my interest in those fields.
As an undergraduate student, Ms Liew studied biochemistry. But after some soul-searching, she decided that teaching was her true calling instead. She was, as a Sixth Form student at St Michael’s Institution, inspired by a missionary named Brother Paul who left home at a young age to serve as a teacher in a strange tropical land half the globe away from his country. My mother, who used to loiter around St Michael’s Institution as a child, remembered Brother Paul as a kind man who gave sweets to the poor children in that area and gathered them for Biblical story-telling sessions. To this day, Ms Liew still visits the grave of the man who taught her a life of service every year.
Ms Liew’s life outside the school is no less remarkable. She brought up two lovable Dennis the Menace-lookalikes as if they were her own children. She was friends with the school janitors, the laboratory assistants and the canteen aunties. When one of her Liew’s colleagues and best friend started having difficulties walking, she volunteered to drive her to and back from work every single day. By the time I graduated, she had been doing that continuously for six years. There are so many other heart achingly beautiful anecdotes about Ms Liew that I would love to share, but it would be impossible to do so without intruding into the personal life of a highly private and humble person. Hence, I will just conclude by testifying that she was so much more than a dedicated teacher; she was also a filial daughter, a caring foster mother, a steadfast friend, a humble intellectual, a perpetual optimist and a faithful Christian. Some people excel at ping pong. Others excel at making cheesecakes. Ms Liew excels at living.
Ironically, Ms Liew never taught me for a single minute in class - I never had the fortune of having her as a subject teacher. And yet, she has taught me more about life than I could ever learn.
Today (April 19) is Ms Liew’s birthday, and this note is dedicated to her. (from Gabrielle Chong)
Back in secondary school, I hated Teacher’s Day. I hated the extravagant celebrations in my humid school hall. I hated the pretentious song dedications. I hated the students’ awful, half-baked attempts at performing, err, titillating pop dances (it was an all-girls school). Most of all, I hated the fact that while the entire school of over a hundred teachers and over two thousand students would sit down comfortably inside the hall to savor the show, the one teacher that I loved most happened to be the discipline teacher, and she would spend every Teacher’s Day (and Report Card Day, and Graduation Day, and ABC Teacher’s Retirement Day, and…) breaking out in sweat, manning the school compound, singling out troublemakers and catching truants. The hardest working teacher in school, working even harder on Teacher’s Day.
The first thing you will notice about Ms Liew is her tall, slim figure, partly due to God-given slim genes, and partly due to fact she has little time to eat. The second thing you will notice about her is her gauntness (sorry lah if you are reading this, Ms Liew!), the accumulated consequence of over two decades of labour from the heart. The third thing you will notice about her, if she opens her mouth, is her crisp, clear, ferocious yet comical voice, which can either reduce even the most defiant delinquent in school to tears, or drive a whole hall of students roaring in laughter.
Witty, sporting and outgoing, Ms Liew was one of the most popular teachers in school. But the students who claimed a special place in her heart were the outcasts: troubled teens, antisocial youths, school rebels and failing students. As much she came down hard on school hooligans, she worked even harder to bring them back within the embrace of the school community. She gave her care to the students who least deserved it, because they needed it most.
Ms Liew was stern, for sure. When the school received complaints from the public that truants were patronising various restaurants in school uniforms, she drove around the school, alone, early in the mornings to round the truants up. And when she scolds you in her trademark crisp, clear, ferocious tone, you would feel your hair standing on it edges. But she also had sneakier ways of changing people’s lives. If she decided that you looked troubled, she would take painstaking efforts to chat you up after school to get to know you better as a person. If she thought that you were isolated and defiant, she would rope you in for cheerleading and other activities so that you would feel involved as a part of the school community. There was also an occasion when she convinced a group of problematic students to take part in a Teacher’s Day performance and give roses to the teachers with whom they usually were on bad terms. The experience transformed everyone a little bit, both the teachers and the students.
In 2007, I successfully nominated Ms Liew for Teacher Idol, a Teacher’s Day tribute organised by The Star. When reporters and photographers from The Star came to take a photo of her, Ms Liew went to the ‘weak’ Arts classes to gather students for the photo shoot. The thrilled students rushed out and carried Ms Liew in the air. The photo was never published, but I understood what Ms Liew wanted to do. She wanted the ‘weak’ students, who never get to enjoy five minutes of fame as straight A students, have their chance in getting the slightest bit of recognition.
A friend of mine, from another school, once told me the tragic story of two girls in her alma mater who were constantly abused by their father. They finally snapped one day, and engaged their boyfriends to murder him. The two boys were sent to prison, while the girls were sent to a rehabilitation center. I sometimes think that if they had a Ms Liew in their school, tragedies like that would never happen - observant Ms Liew would have singled the solemn-looking girls out for counselling and discover their problems. Or rather, if there were Ms Liews in every school, the world would improve by leaps and bounds.
There were, of course, times when Ms Liew had her fair share of hardcore delinquents who did not budge at kindness. There were vengeful students who tried to intimidate her with mockery and vandalizing her car. But after stern disciplinary action was taken in each of those incidents, there was always, always room for forgiving and reconciliation. Today, countless ex-students return to my alma mater year after year to visit the teacher who had made such a profound impact on their lives.
Ms Liew was my school discipline teacher for many years (she has since been promoted to other positions), but her stint at my alma mater covered many other roles which she performed simultaneously. Among other things, she was the legendary teacher-advisor of the prefectorial board, the English team debate coach, the choral speaking coach (she wrote the script for the team every year), and the default co-ordinator for every major school event. In a nutshell, she was the backbone of an entire school.
I first interacted with her when I was in Form One, but only began seeing her regularly in when I was in Form Three as one of her prefects. At that time, I was still an angry, highly aggressive, defiant teen who had quarrelled with probably half the school’s teacher and student body.
One day, I yelled at a teacher right in front of a whole class so badly that I reduced her to tears (it was sparked by a petty quarrel over her insisting that I make my personal notes in pencil and not pens). I thought that that marked the end of my stint in the prefectorial board and the start of even greater contempt by the school towards me. I expected a heavy lashing by Ms Liew. She did see me eventually, but she never raised her voice at me, nor did she strip me of my position. I later apologized to the teacher that I had scolded. If there was one thing I learned from Ms Liew, it was redemption.
In Form Four, I conjured the courage to write her a 9-page letter one day, with a full list of questions on religion, existentialism, ethics and morality. These were the questions that had brought me a decade of weird stares, isolation and reputation as a weirdo in a conservative, Chinese school environment. Ms Liew met me for a chat in the office one day to reply my questions in that letter. From that day onwards, I no longer felt like an outcast.
Ms Liew had her quirky ways of teaching her students. Once, she told the debaters to research a topic over the weekend in preparation for a practice debate in front of a class. When that day arrived, she gave us our motion an hour before we were due to hold our debate. The motion was entirely different from the topic she had asked us to research, and we suddenly found ourselves with impromptu public speaking skills that we never knew we had.
Another memorable incident occurred during one of the prefectorial board outdoor camps. While going on a night hike one day on Pangkor Island, Ms Liew sneaked up behind us, grabbed the last prefect in the single file and brought her back to the base camp. Amazingly, no one realized that she was missing. When head counts were made back at the base, everyone was traumatized by the knowledge that one of our fellow friends was missing. Ms Liew brought out the ‘missing girl’ a few hours later, and we had a good lesson on accountability and responsibility for others.
My six years of friendship with Ms Liew was never a smooth one. We had our vast ideological differences, and we constantly feuded over disagreements on religious, sexuality and various social issues as well as personal matters, but none of these disagreements were ever severe enough to destroy our bond.
Like all cool teachers, Ms Liew was renowned for her raunchy sense of humour as much as for her intellect. She used to brag that she gave sizzling lessons on reproduction while serving as a biology teacher at an all-boys school. “We even discussed whether cats have orgasms”, she smirked. Another time, when she introduced a new, male teacher trainee into the school, she remarked to an entire hall of students, “We have a new teacher today, and he’s a guy…I can already hear your hormones raging.” In addition, Ms Liew was the first liberal intellect that I knew in my life. After entering the debate team in Form Four, she lent me her stack of socioeconomics, history and political books - the first time I had access to a huge pile of advanced reading material (that was how I felt back then), and which later spurred my interest in those fields.
As an undergraduate student, Ms Liew studied biochemistry. But after some soul-searching, she decided that teaching was her true calling instead. She was, as a Sixth Form student at St Michael’s Institution, inspired by a missionary named Brother Paul who left home at a young age to serve as a teacher in a strange tropical land half the globe away from his country. My mother, who used to loiter around St Michael’s Institution as a child, remembered Brother Paul as a kind man who gave sweets to the poor children in that area and gathered them for Biblical story-telling sessions. To this day, Ms Liew still visits the grave of the man who taught her a life of service every year.
Ms Liew’s life outside the school is no less remarkable. She brought up two lovable Dennis the Menace-lookalikes as if they were her own children. She was friends with the school janitors, the laboratory assistants and the canteen aunties. When one of her Liew’s colleagues and best friend started having difficulties walking, she volunteered to drive her to and back from work every single day. By the time I graduated, she had been doing that continuously for six years. There are so many other heart achingly beautiful anecdotes about Ms Liew that I would love to share, but it would be impossible to do so without intruding into the personal life of a highly private and humble person. Hence, I will just conclude by testifying that she was so much more than a dedicated teacher; she was also a filial daughter, a caring foster mother, a steadfast friend, a humble intellectual, a perpetual optimist and a faithful Christian. Some people excel at ping pong. Others excel at making cheesecakes. Ms Liew excels at living.
Ironically, Ms Liew never taught me for a single minute in class - I never had the fortune of having her as a subject teacher. And yet, she has taught me more about life than I could ever learn.
Friday, April 17, 2009
New Deputy Minister reaches out via FB
Read this story on the Star about how the new Deputy Higher Education Minister, Saifuddin Abdullah, is using facebook to reach out to his 'constituents'.
The Star reported that:
"University students who wish to bring up grievances regarding their tertiary institutions can do so by directly contacting Deputy Higher Education Minister Datuk Saifuddin Abdullah through Facebook. Datuk Saifuddin said that he will be live on the social networking website on the first and third Wednesdays of each month, from 10 to 11 pm."
I applaud the new Deputy Minister for Higher Education for using the internet and social networking sites such as facebook to reach out to students at the tertiary level. I'm a little bit more skeptical as to how effective going 'live' on facebook will be since the chat function on FB isn't really very good.
I think the new Deputy Minister deserves close attention. I've been aware of him ever since M Bakri Musa wrote a review about a book Saifuddin had written entitled: Politik Baru: Mematangkan Demokrasi Malaysia. English version: New Politics: Towards A Mature Malaysian Democracy.
Back then, Saifuddin was the Deputy Minister for Entrepreneur and Cooperative Development, a ministry which no longer exists after the announcement of Najib's new cabinet.
A cursory google search reveals that Saifuddin has been an active blogger since August 2008 and also maintains a website. His profile page mentions that he is a UM graduate and an MCKK boy.
Not many ministers or cabinet ministers in Malaysia would know or heard of C K Prahalad but Saifuddin not only mentions Pralahad in one of his blog entries but seems to also have read one of his books. (He mentions Prahalad in the context of promoting entrepreneurialism among university students)
While the Minister of Higher Education is still Khaled Nordin, whom I've not been terribly impressed by, it gives me some hope that he has an able deputy in someone like Saifuddin. He's off to a good start. Let's see if his position as Deputy Minister for Higher Education will translate into any substantive changes in terms of policy in our public and private universities.
The Star reported that:
"University students who wish to bring up grievances regarding their tertiary institutions can do so by directly contacting Deputy Higher Education Minister Datuk Saifuddin Abdullah through Facebook. Datuk Saifuddin said that he will be live on the social networking website on the first and third Wednesdays of each month, from 10 to 11 pm."
I applaud the new Deputy Minister for Higher Education for using the internet and social networking sites such as facebook to reach out to students at the tertiary level. I'm a little bit more skeptical as to how effective going 'live' on facebook will be since the chat function on FB isn't really very good.
I think the new Deputy Minister deserves close attention. I've been aware of him ever since M Bakri Musa wrote a review about a book Saifuddin had written entitled: Politik Baru: Mematangkan Demokrasi Malaysia. English version: New Politics: Towards A Mature Malaysian Democracy.
Back then, Saifuddin was the Deputy Minister for Entrepreneur and Cooperative Development, a ministry which no longer exists after the announcement of Najib's new cabinet.
A cursory google search reveals that Saifuddin has been an active blogger since August 2008 and also maintains a website. His profile page mentions that he is a UM graduate and an MCKK boy.
Not many ministers or cabinet ministers in Malaysia would know or heard of C K Prahalad but Saifuddin not only mentions Pralahad in one of his blog entries but seems to also have read one of his books. (He mentions Prahalad in the context of promoting entrepreneurialism among university students)
While the Minister of Higher Education is still Khaled Nordin, whom I've not been terribly impressed by, it gives me some hope that he has an able deputy in someone like Saifuddin. He's off to a good start. Let's see if his position as Deputy Minister for Higher Education will translate into any substantive changes in terms of policy in our public and private universities.
Friday, April 10, 2009
A New Education Minister: More of the Same?
So our Prime Minister has reshuffled his Cabinet, and our new Deputy Prime Minister Tan Sri Muhyiddin Yassin is now also our new Education Minister. Unfortunately, my sense of things is that this probably will not mark a significant change in direction for Malaysian education.
Datuk Hishammuddin Hussein didn't really turn things around, if you ask me; Kian Ming is impressed by his administrative competency and I would agree that he probably kept things from getting worse. But I think it is very hard to say that things improved under Hisham. The government took some very tentative steps towards tinkering with the school system, but nearly every complaint that held water five years ago is still valid today.
I am not optimistic about Muhyiddin because the Education Ministry seems to have become a political football; you often become Education Minister because you're expected to eventually become Prime Minister, and this certainly seems to be true in this case. There is still little sign that the government recognises what's wrong with our school system, let alone how to fix these problems.
The number one issue which Muhyiddin must address is that of teachers: they are overworked, underpaid, poorly trained, and mostly powerless. There is no incentive for bright people to enter the teaching profession, and even those who are selfless enough to serve barely earn enough to cope, especially in urban areas. Teachers are often expected to not only teach, but handle paperwork and take on administrative duties. Yet, they barely get much training, and they are so shackled by the system that they are assigned to posts that make no sense; it is unusually common for a science teacher to wind up teaching history, for example. Fortunately, this is beside the point, because teachers have no power to determine the curriculum; what they teach has already been decided by a handful of bureaucrats and Dewan Bahasa dan Pustaka textbook authors, and they are just responsible for vomiting up whatever these people want them to say, so their pupils can dutifully do the same on their exams.
There are a lot of other wrong things with our education system, but all my experiences in the school system point to teaching as the main problem: we aren't treating our teachers right. And when we don't properly treat these mature adults who we actually pay to be in school, is it really surprising that we often treat our students and youth even worse? We have good teachers, but we don't trust them to teach. We have good students, but we don't trust them to learn. Is it then surprising that so few people in our schools want to teach or learn?
When you empower the good teachers, you also empower the good students. I just finished watching this fantastic lecture on molecular biology which illustrates this perfectly; the speaker is a Princeton University biologist who not only loves her field, but lectures clearly and explains obscure concepts in a simple way. And if you watch the whole way through, she gives credit to all the students who work in her lab, because everything she presented was first discovered by one of them: "when you learn things like about how the natural world works ... it was done by a child. Science is done by that demographic."
It is hard to imagine a Malaysian academic saying something like that, and that says a lot about the way we think about education. We have trouble with giving academics freedom, and we have trouble with giving students freedom. This is unquestionably true in primary and secondary school, where the curriculum is completely dictated by the state and federal governments, but almost as true in our universities, where faculty and students are less free to speak their minds than any ordinary member of the public.
When you get to the heart of it, the problem with Malaysian education is that we are afraid of setting our people free, to explore our world. The attitude of our modern education system and our modern education policymakers is that minds are something to be controlled, not freed. And for all the talk of reform on the part of our new Prime Minister — and even his two predecessors, both of whom promised scores of reforms in their own times — none have dared address this problem which cuts to the core of the rotten apple that is our education system. Certainly, the new Education Minister is no exception to this rule. Until someone in government recognises this, I will have a very tough time believing there will be any kind of meaningful change in our school system.
Datuk Hishammuddin Hussein didn't really turn things around, if you ask me; Kian Ming is impressed by his administrative competency and I would agree that he probably kept things from getting worse. But I think it is very hard to say that things improved under Hisham. The government took some very tentative steps towards tinkering with the school system, but nearly every complaint that held water five years ago is still valid today.
I am not optimistic about Muhyiddin because the Education Ministry seems to have become a political football; you often become Education Minister because you're expected to eventually become Prime Minister, and this certainly seems to be true in this case. There is still little sign that the government recognises what's wrong with our school system, let alone how to fix these problems.
The number one issue which Muhyiddin must address is that of teachers: they are overworked, underpaid, poorly trained, and mostly powerless. There is no incentive for bright people to enter the teaching profession, and even those who are selfless enough to serve barely earn enough to cope, especially in urban areas. Teachers are often expected to not only teach, but handle paperwork and take on administrative duties. Yet, they barely get much training, and they are so shackled by the system that they are assigned to posts that make no sense; it is unusually common for a science teacher to wind up teaching history, for example. Fortunately, this is beside the point, because teachers have no power to determine the curriculum; what they teach has already been decided by a handful of bureaucrats and Dewan Bahasa dan Pustaka textbook authors, and they are just responsible for vomiting up whatever these people want them to say, so their pupils can dutifully do the same on their exams.
There are a lot of other wrong things with our education system, but all my experiences in the school system point to teaching as the main problem: we aren't treating our teachers right. And when we don't properly treat these mature adults who we actually pay to be in school, is it really surprising that we often treat our students and youth even worse? We have good teachers, but we don't trust them to teach. We have good students, but we don't trust them to learn. Is it then surprising that so few people in our schools want to teach or learn?
When you empower the good teachers, you also empower the good students. I just finished watching this fantastic lecture on molecular biology which illustrates this perfectly; the speaker is a Princeton University biologist who not only loves her field, but lectures clearly and explains obscure concepts in a simple way. And if you watch the whole way through, she gives credit to all the students who work in her lab, because everything she presented was first discovered by one of them: "when you learn things like about how the natural world works ... it was done by a child. Science is done by that demographic."
It is hard to imagine a Malaysian academic saying something like that, and that says a lot about the way we think about education. We have trouble with giving academics freedom, and we have trouble with giving students freedom. This is unquestionably true in primary and secondary school, where the curriculum is completely dictated by the state and federal governments, but almost as true in our universities, where faculty and students are less free to speak their minds than any ordinary member of the public.
When you get to the heart of it, the problem with Malaysian education is that we are afraid of setting our people free, to explore our world. The attitude of our modern education system and our modern education policymakers is that minds are something to be controlled, not freed. And for all the talk of reform on the part of our new Prime Minister — and even his two predecessors, both of whom promised scores of reforms in their own times — none have dared address this problem which cuts to the core of the rotten apple that is our education system. Certainly, the new Education Minister is no exception to this rule. Until someone in government recognises this, I will have a very tough time believing there will be any kind of meaningful change in our school system.
Saturday, March 28, 2009
Allocation of JPA scholarships
Read this Bernama piece in the Star today about 20% of PSD scholarships being set aside for bumiputra students in Sabah and Sarawak. The Minster in question, Bernard Dompok, Minister in the PM's office said that "under the new PSD scholarship scheme, 20 percent or 400 of the 2,000 scholarships offered this year were for excellent students and 60 per cent or 1,200 scholarships were for bumiputra and non-bumiputra SPM leavers nationwide. He said the remaining 10 percent were for disabled students who excelled in their studies." Not really sure how the 20% of 'excellent' students are different from the other SPM students elsewhere except perhaps to say that these 'excellent' students may have better extra curricular records and activities than those who scored better academically. Let me dig up more information on the changes in the JPA scholarships policy and write another lengthier post later.
Friday, March 27, 2009
Tok Pa for Minister for Higher Education
OK, one final note from the UMNO GA and we can move on. Since Khaled Nordin, the current Minister for Higher Education, failed to win one of the 3 VP positions and since there will be a cabinet reshuffle coming up soon, I'm going to publicly state my support for Tok Pa or Mustapha Mohamed, to be given back the cabinet position of Minister for Higher Education. I've always had more praise than criticism for Tok Pa during his time as Minister for Higher Education and I hope that his skills and intellect will once again be used to improve the state of our public and private universities and colleges in Malaysia.
Appoint UMNO loyalists
I knew that it was going to be a challenge to keep the UMNO elections out of this blog. Check out this quote from an UMNO delegate:
Musa’s call was also echoed by a Malacca delegate, Datuk Hasnoor Husin, who also urged the government to ensure that only Umno loyalists be appointed to senior positions in public universities. “Please make sure the faculty members are all Umno men, and the same goes for other civil servants,” said Hasnoor. He cited the example of UiTM vice chancellor Datuk Seri Ibrahim Abu Shah who was a party loyalist.
I leave you guys to comment.
Musa’s call was also echoed by a Malacca delegate, Datuk Hasnoor Husin, who also urged the government to ensure that only Umno loyalists be appointed to senior positions in public universities. “Please make sure the faculty members are all Umno men, and the same goes for other civil servants,” said Hasnoor. He cited the example of UiTM vice chancellor Datuk Seri Ibrahim Abu Shah who was a party loyalist.
I leave you guys to comment.
Sunday, March 22, 2009
Not Enough PhD Applicants
A couple of weeks back, I blogged about how the mini-budget / stimulus package provides for an additional 10,000 places for Masters level courses and 500 places for aspiring PhD candidates in public universities as well as at Uniten, Multimedia University and UTP.
A week after this announcement, on March 17th, Bernama reported that only 16 people had applied for places in the PhD programs. On March 22nd, the Deputy Minister for Higher Education announced that less than 100 applications had been received.
In a typical university in the US, the ratio of applications to places is about 30 to 1 for most programs. This means that if there are 10 spots open, there should be 300 applications for this program. Some PhD programs like Economics will have more. Some, like Romance Studies, will have fewer.
With so few applicants, our public universities should be worried if they can actually find good enough candidates to fill these places. If they can't, typically what will happen is that these spots will go to overseas candidates. This is not necessarily a bad thing but one needs to find out and understand why there are so few local candidates in the first place. Especially since the number of people who want to do PhDs in a developing country like Malaysia should be increasing.
A week after this announcement, on March 17th, Bernama reported that only 16 people had applied for places in the PhD programs. On March 22nd, the Deputy Minister for Higher Education announced that less than 100 applications had been received.
In a typical university in the US, the ratio of applications to places is about 30 to 1 for most programs. This means that if there are 10 spots open, there should be 300 applications for this program. Some PhD programs like Economics will have more. Some, like Romance Studies, will have fewer.
With so few applicants, our public universities should be worried if they can actually find good enough candidates to fill these places. If they can't, typically what will happen is that these spots will go to overseas candidates. This is not necessarily a bad thing but one needs to find out and understand why there are so few local candidates in the first place. Especially since the number of people who want to do PhDs in a developing country like Malaysia should be increasing.
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