Malaysian education: UPSR Exam leaks, okay to cheat our kids!

Testing times indeed!

The UPSR leak fiasco seems to suggest we are in a real state of crisis and we are sending out a wrong messages to our kids - it is okay to cheat!

IT’S really incredible how so many of us have reacted over the leaked examination papers of the UPSR, which is merely an assessment examination for Year Six pupils. Yes, for 12-year-old pupils who are taking their first public examination.

The UPSR, to put it bluntly, has no serious bearing on how these kids will perform in future examinations nor will it have any impact on their careers.

But I guess not many would agree with my somewhat frivolous perception of the UPSR, judging from the kind of reaction that seems to suggest we are in a real state of crisis.

Education Ministry officials have been suspended, there are allegations of sabotage, possibly even political ones, and the police have been called in.

We hope the Inspector-General of Police won’t have to personally head a task force to nab the culprits.

I am not sure whether parents are upset that the papers were leaked, which in itself is incredulous, and a resit would mean the children having to go through another round of pressure, or is it because their holiday plans are now ruined?

The sad reality is that this is a country where parents and students are obsessed with the number of distinctions that one gets in public examinations.

Nowhere in the world, except perhaps in some other East Asian countries, do examination results hit the front page of the newspapers, or lead off the prime time news on national television.

And each year, we compare results like the way public companies compare their profit margins. The pressure is always to trend upwards. So, the focus will invariably be about how many more students have the perfect string of As as compared to the year before, giving the impression that we are in the business of producing super achievers.

Although the majority of students do not belong in this category, the perception is created that super-duper results are the passport for our children to become doctors, lawyers and engineers, and nothing less.

And every year, we have the same problem where the demand for places in universities for these courses far outstrips supply simply because there are so many students with the “right grades”.

Yet, many employers and top-notch foreign universities do question whether their grades actually match their abilities, and have their own ways to sieve out the real talents.

There are suspicions that we have lowered the passing marks and compromised our standards and in the process allowed more students to get these distinctions.

Of course, there are many who truly deserve the As, but it is most unfortunate that there are also those whose As can be questioned.

Forgive me if I sound dismissive and cynical because I come from the old school where we took our first public examination at Standard Five. That was the assessment examination and most parents would not get excited over the outcome of our performance.

It was kid’s stuff and they knew there was little bearing on our future, except perhaps to be enrolled into better classes or schools at the secondary level.

But when we took the Form Three Lower Certificate of Education, which is today’s equivalent of the PMR, it was real serious. You got kicked out from school if you failed.

That’s how it worked at that time with no free ride to the Fifth Form. The LCE required compulsory passes in Bahasa Malaysia, English and Mathematics.

The maximum number of As one could get was eight. If you got 5As, your name would probably show up in the newspapers.

But the standards were such that the grades truly reflected your real ability. An A in English for the LCE meant that you were speaking and writing the Queen’s English at that age already.

Today, most of our Form 3 students cannot even string a sentence together in English correctly. The fact that we are now considering including a compulsory pass in English at university level indicates that an A in that subject, whether at the UPSR, PMR or SPM level, is no longer an accurate reflection of one’s English proficiency.

After the LCE, we sat for the Malaysian Certificate of Education (MCE) where the maximum number of As was nine. It was a time when many Malaysians found places, on scholarships, to Ivy League universities in the United States and to Oxford or Cambridge in the United Kingdom. Yes, our MCE grades were deemed equal to the internationally-acknowledged O-Levels.

Now, despite the proliferation of the super achievers, we are told that fewer Malaysians are being admitted into these top universities.

And our students now have to prove their English proficiency to handle tertiary education overseas by taking the International English Language Testing System (IELTS) paper.

Let’s get our priorities right. The fact that the English paper was leaked even at Year Six level suggests that students are looking for help to pass a subject which they know is important.

What a contrast from those days when we had English-medium schools and getting a pass in English was not all that difficult.

And it is not just about the students. Two years ago, it was revealed that two-thirds of the 70,000 teachers who teach English in the country failed to meet the proficiency level in English for the Cambridge Placement Test.

The findings were revealed by the then Education Ministry deputy director-general Datuk Dr Khair Mohamad Yusof.

“When we did the initial profiling of the English teachers in Malaysia, we found that two-thirds of the teachers did not meet the proficiency level,” Dr Khair, who is now the director-general, was quoted as saying.

We really should be worried about how we can improve the standard of our education. There are many who love to score political points out of issues that affect our children’s education, including the UPSR leak fiasco.

We should start by doing a survey on how many of these politicians actually send their children to the government schools. Or are their own children not part of the system, but are instead in private or international schools, or even boarding schools overseas?

Let’s not play around with our children’s future. Year Six students shouldn’t be subjected to pressure cooker conditions in preparing for the examinations. And with this leak, we are now sending out a message that it is okay to cheat, even at this tender age.

Contributed by Wong Chun Wai on the beat The Star/Asia News Network

Wong Chun Wai began his career as a journalist in Penang, and has served The Star for over 27 years in various capacities and roles. He is now the group's managing director/chief executive officer and formerly the group chief editor.
http://www.wongchunwai.com/
On The Beat made its debut on Feb 23 1997 and Chun Wai has penned the column weekly without a break, except for the occasional press holiday when the paper was not published. In May 2011, a compilation of selected articles of On The Beat was published as a book and launched in conjunction with his 50th birthday. Chun Wai also comments on current issues in The Star.


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SHAH ALAM: About a third of English Language teachers in the country have been classified as “incapable” or “unfit” to teach the subject in schools.

Education Minister II Datuk Seri Idris Jusoh said such teachers had been sent for courses to improve their proficiency in the language.

“The ministry will also consider sending them overseas for exchange programmes to take up TESL (Teaching of English as a Second Language) courses,” he said during a dialogue session on the National Education Blueprint 2013-2025 held at the Karangkraf headquarters here yesterday.

Idris, who did not state the number of such teachers, assured that a good portion of them had enrolled in English courses locally.

Recently, it was revealed that about 70% out of the 60,000 English Language teachers, who sat for the English Language Cambridge Placement Test, performed poorly.

On allegations that the Government was sidelining vernacular schools through the blueprint, Idris denied this, saying “all schools were treated equally”.

“We do not sideline any party. In fact, the ministry encourages everyone to learn more languages. Be it Chinese, Tamil, French or Spanish, the government will be proud if a Malaysian can master these languages,” he stressed.

The United Chinese School Committees’ Association of Malaysia (Dong Zong) protested against the blueprint, saying that increasing teaching time for Bahasa Malaysia from 270 minutes to 300 minutes for lower primary and 180 minutes to 270 minutes for upper primary pupils was a move by the Government to eradicate mother tongue education.

- The Star/Asia News Network

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Right ways to boost teaching of English in Malaysia

In part two of his article, Tan Sri Yong Poh Kon puts forward a multi-pronged approach that can be adopted to reach the goal of improved English literacy among Malaysians. Reintroduction of English-medium schools along the lines of private and international schools but affordable to a larger segment of the population is one of the options. 

WITH the Education Blueprint currently being finalised, there remains an excellent window of opportunity to re-chart our course for the future. At the primary school level where parental choice is significant, it appears that the dream of a national school where students of different races come together at age seven is more unattainable than it was in 1970.

In 1970, almost a third of the students were enrolled in English-medium schools which were ethnically mixed and growing in significance in terms of share vis a vis other language medium schools before the policy was abruptly changed.

Fast forward to present day and it is patently obvious that after four decades of implementation of the policy, our primary schools have become more ethnically separated – statistics on student enrolment in national schools reveal that 94% of the students are Malay and 96% of Chinese parents now enrol their children in Chinese schools, up from 50% in 1970.

Mother tongue

Ironically, it is the Chinese vernacular schools which are now the most ethnically mixed, with a good 9% from the Malay community and 3% from Indians and others.

For a large and growing proportion of Malaysian families, English has and remains the effective language of communication to the extent that it has become a mother tongue. Such families no longer speak their ethnic tongue.

Much has been said about the pursuit of national unity through the study and use of a common language, Bahasa Malaysia (BM).

However, this does not and cannot mean that learning and pursuing knowledge in languages other than BM will erode national integration efforts, patriotism or make us less Malaysian.

Virtually all our past and present prime ministers were educated in English-medium schools. In fact, the current Minister of Education I and II went through English-medium schools and universities. They are certainly not less nationalistic on account of that experience. On the contrary, they are more confident and accomplished on the Malaysian and international stage because of it.

By bringing back the option of English-medium schools, teaching not only science and maths but other subjects like geography and literature in English will allow us to tap into world-class curricula, textbooks and, more importantly in this Internet age, enhance access to virtually unlimited storehouses of up-to-date knowledge which are predominantly in the English language.

In such schools, BM should be taught intensively as a compulsory subject to enable students from English-medium schools to take and pass the same Form Five BM paper as their counterparts in the national schools. This ensures all attain the same competency in the national language while allowing students to be more proficient in English and able to engage fully with the world.

An independent survey undertaken in April 2012 by Introspek Asia revealed that 26% of Malaysians “always, most of the time and sometimes” speak English to their children. For this large group of people, English is effectively their mother tongue.

The argument therefore is that this English-speaking multiracial group comprising 23% to 26% of the population should be allowed the option of sending their children to English-medium schools.

Furthermore, this option already exists for the higher income families who can afford the English-medium private and international schools in the country.

However, this option is not available to the vast majority of parents of all races who would like their children to benefit from an English-medium school education as a means to enhancing their upward social mobility just because they could not afford it.

Closing the divide

This has contributed to widening the performance divide between students in the rural-urban areas and household income categories and the government should step in to provide this option to level the playing field.

Any attempt to improve English proficiency must take cognisance of the fact that international research has shown that at least 60% immersion in English and subjects is necessary for full English proficiency to take root, and this can best be done in an English-medium school.

Teaching English as a subject and devoting only 10% to 15% of the teaching hours to English may be inadequate in building English operational proficiency (as acknowledged in the 2012 Blueprint p. 4 to 9).

At least 60% immersion is necessary to raise the level of English proficiency among students, and ensure that children from the lower income households are not deprived of the opportunities enjoyed by students schooled in private and/or international schools.

Expand opportunities 

Obviously, a programme to increase English immersion cannot be identical for each of the 10,000 schools in the country, given varying capabilities to implement the programme.

What is clear is the country’s wish to reclaim lost ground in English language proficiency.

Milestones have been identified to measure outcomes, for example, the official target of making English a compulsory must pass subject by 2016 and the announced goal of achieving 70% pass with credit in the Cambridge 1119 English language examination paper by 2025.

We need to do things radically different if we are to attain these goals.

There has to be a multi-pronged approach to reach the goal of improved English literacy amongst Malaysians.

Towards the end of last year, the Ministry ascertained that the majority of the 70,000 English language teachers do not have the necessary skills level to teach in English and have set in place a series of programmes to upskill them. This is a basic requirement that has to be done but this process will take time.

In the meantime, while the upskilling process is going on, to increase the pool of teachers we need to call upon retirees who can teach in English – there are 400,000 teachers and 3% of them retire every year – i.e 12,000 a year.

If we consider that teachers between the ages of 55 and 70 can still teach effectively, the total number of retired teachers would be 180,000 in that age group and if only 10% were capable of teaching in English, there is a pool of 18,000 to call back to active duty.

We should offer them full pay and at the same time, they would continue to draw their pension (approximately 60%), and this would mean that they would take home a total of about 160% of their last drawn salary.

This is very different from the pre-2005 days when teachers were offered to work beyond retirement at the same pay as then they would be working for only 40% of their salary since their pension would be paid anyway, and that is the reason why not many would want to extend beyond their retirement age.

There are also thousands of other retirees who are fluent in English but were not teachers. On a short course basis, it must be possible to call upon some of them to be teachers in English in this national effort.

In addition, flexible working arrangements like part-time work can also attract mid-career mothers who have left the workplace because they could not do a full-time job.

Having dramatically increased the supply and pool of English teachers using the above, we need to apply the immersion method of English learning through three channels:

1. National Schools: Increase the contact time in English from the current 15% to 40% or more in stages over the next few years.

Projects and activities to be conducted in English in addition to Bahasa Malaysia. Progressively add subjects to be taught in English to raise the contact time in English

Using textbooks, if necessary from other English-speaking countries, we can quickly add subjects to be taught in English progressively until we reach 40%.

The time spent in English in national schools to be dramatically raised, and to work out the resources to be applied to reach those targets and not the other way round.

2. Some national schools are, however, more ready to take off in the English language than others. For example, high-performing schools and some mission schools, which have quicker access to retired teachers who can come back to teach in English.

Model schools

These schools are to be given increased autonomy to adopt international curriculum and assessments. Bahasa Malaysia will continue to be a compulsory subject and taught intensively. Given their capacity to implement faster, they could become model schools in a pilot project that could be extended to other schools later.

3. Re-introduce English-medium schools as an option along the lines of private and international schools but affordable to a larger segment of the population. These schools teach in English for most subjects but offer Bahasa Malaysia as a compulsory subject.

Using a multi-pronged approach, we have a chance to achieve the goal of having 70% of our schoolchildren attain a credit pass in Cambridge 1119 English by 2025.

More importantly, it allows for our students to quickly tap into all the knowledge available in the Internet, which is primarily in English.

It is proposed that a detailed programme of engagement be worked out, starting with a survey both in the urban and rural areas among parents of students in existing schools as well as parents of children about to enter the schooling system. This survey should gather data by postcode location on whether parents would send their children to English-medium education if given the choice.

With the survey results, the government can assess the size of the demand for English schools and make the necessary plans to satisfy it at least through a pilot implementation.

The results of the pilot study will provide government with better policy-making inputs on the potential outcomes that can be expected from such schools in terms of ethnic integration, achievement rates and
proficiency in English moving forward.

In addition, the results, if positive, will also serve to soften the hard stance of those opposed to a change in the policy that may be long overdue. We owe it to our children and grandchildren of all races to see this through.

> Tan Sri Yong Poh Kon is managing director of Royal Selangor and President of the Federation of Malaysian Manufacturers. He also serves on the boards of EPF, MIDA and Matrade.


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Charting the way forward for English-medium schools in Malaysia

There has been much talk about English-medium schools in recent days. The end of English-medium schools came abruptly with little or no discussion during troubling times. Now may well be the time for discourse on such schools.

 Over the past few weeks, many articles and letters have been published on the desirability of reintroducing English-medium schools in Malaysia. Those among us who were schooled in the 50s and 60s often reminisce with fondness and nostalgia about the good times we shared with friends of all races.

We also recall the many devoted teachers who “terrified” us but yet earned our highest respect, so well portrayed by Lat in his cartoons in the characters of Mr Singh, Tuan Syed and Mrs Hew.

Students then identified strongly with their schools and healthy inter-school rivalry contributed to raising not just academic standards but the standard of sports and other extra-curricular activities, including inter-school debates.

Looking back, it is easy to see why so many of us recall our schooling days with such fond memories and wish to revisit those days of old.

In looking back, it is important to get a sense of how multiracial schools were then and the significant role played by English-medium schools in bringing us together as Malaysians before such schools were phased out from 1970.

Statistics are difficult to come by but there is a gem of a publication entitled Educational Statistics of Malaysia 1938 to 1967 published by the Educational Planning and Research Division of the Ministry of Education Malaysia in 1967 which is available online at http://www.fmm.org.my/upload/Educational%20Statistics%20of%20Malaysia%201938-1967.pdf.

Also included was an important graph charting the enrolment of students in assisted schools between 1947 and 1967 (see chart).

It is clear from the chart that enrolment in the English-medium schools enjoyed the highest rate of growth among the language streams and would have become the largest group of schools in the country if the policy had not been abruptly changed in 1970.

Suffice to say that by 1967, English-medium schools accounted for 33.8% of all students in the country, Malay-medium schools 40.3%, Chinese-medium schools 21.4% and Tamil-medium schools 4.5%.

It is also useful to recall that parents were allowed, then, to choose the language stream of the schools they enrolled their children in.

As no statistics were available on the racial breakdown of students in the English-medium schools, a close approximation was made by dividing the total population of students in 1967 according to the racial composition of each group in that year and subtracting the number of students already enrolled in their respective language medium schools.

The balance is a realistic approximation of students enrolled in the English-medium schools. Using this method of approximation, the English-medium schools had attracted a healthy racial mix of approximately 34.6% Malay, Chinese 43.1%, 16.4% Indian and 5.9% “other” students. (see chart 2)

At the secondary school level, English-medium schools, administered by both the government as well as mission schools were by far, the most popular type of schools, attracting more students than any of the other language streams, a choice made by the majority of parents throughout the country.

Students followed a curriculum used worldwide and textbooks in English that were carefully selected and graded in complexity through years of use and fine-tuning.

Students then sat for examinations that were internationally graded and recognised as the “O” Levels of the Cambridge Examination Board. Such students later went on to assume important positions in all sectors of the economy – the government, bureaucracy, academia and the private sector.

The landscape, however, changed radically after the May 10, 1969 general election and the riots of May 13. Amid the uncertainty and following the trauma of the events, the then newly appointed Education Minister, Datuk Abdul Rahman Yaacob, only two months into the job, and with little if any consultation, announced a new policy.

The policy was that from 1970, English-medium schools would cease to exist and remaining students in English language-medium schools would be phased out over the next 11 years until they completed Form Five in 1982.

This radical decision saw the beginning of the gradual erosion of the strong English language foundation, a competitive edge that Malaysia had enjoyed over its neighbouring countries for decades.

Along with the removal of English- medium schools, a number of serious problems emerged in the education system, including low achievement rates in science, mathematics and reasoning as evidenced in Malaysia’s low PISA and TIMSS scores, the employability of graduates and their relative competitiveness in an increasingly globalised world.

It is no mere coincidence that the top 10 scorers are from the OECD countries and Asian tigers, and if we are to achieve sustainable high income status in the future, our scores in these benchmarks have to be improved.

We are heartened by the current national dialogue taking place over the drafting and finalisation of the National Education Blueprint. Various interest groups and stakeholders have been consulted, including right up to the Council of Rulers, and rightly so given the special place that education has in the heart of every parent and central to the competitiveness of a nation.

Contrast this consultation with the overnight decision then to abandon English as the medium of instruction – a decision taken whilst the country was caught in the immediate aftermath of the May 13 riots where many people were killed and cars and shophouses were burnt and the priority then was security and bringing back life to normalcy.

We will leave it to researchers and insiders at the ministry at that time to reveal the reasons for this sudden promulgation of a policy that had such a long term negative impact on our competitiveness.

We only know, for example, that veteran politician Dr Goh Cheng Teik wrote in December 1970 in his book The May Thirteenth Incident and Democracy in Malaysia that the radical educational policy change in 1969 was made without the knowledge or authorisation of then Prime Minister Tunku Abdul Rahman.

Referring to the same issue, Tun Dr Mahathir Mohamad in his book Doctor in the House wrote, “Out of the blue, Tun Rahman Yaacob announced that all government secondary schools and government-aided schools would become National Secondary Schools where the teaching would be in Malay. Schools in Sarawak and Sabah, however would be exempted. His decision made Tun Rahman very popular with the Malays, particularly Malay university students, but the move had a political rather than an academic agenda.”

It is not too late in the day to revisit the issue of English-medium schools – this time not under the shadow of the events that occurred in May and June 1969, but in the light and with the benefit of the knowledge and experience that we have accumulated over the past 44 years.

We owe it to ourselves to have this serious conversation on the way forward for education, the bedrock for maximising the potential of all citizens and enhancing the competitiveness of our nation in these globally challenging times, especially with the advent of this Internet age.

By YONG POH KON

> Tan Sri Yong Poh Kon is managing director of Royal Selangor and President of the Federation of Malaysian Manufacturers. He also serves on the boards of EPF, MIDA and Matrade. Part Two of his article will appear in Sunday Star tomorrow.

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Malaysia needs re-engineering sports, not computer games, junk foods....

Re-engineering sports in schools

KHAIRY Jamaluddin, our Youth and Sports Minister, wants to transform our country into a sporting nation – he has a daunting task to achieve with many challenges along the path of success.

First and foremost, how much time is allocated to physical education in schools? With more children reportedly facing obesity, we wouldn’t even get to the starting block.

Also, our children are too engrossed with computer games and our fields are being hijacked for commercial development, making our children lazier. Let’s not forget too the unhealthy fast food eating culture.

Physical education classes are irregular in schools and disorganised. PE teachers lack the knowledge in sports science or health science.

Most teachers lack the capability to assess a potential athlete as they cannot even explain the percentage of fast and slow twitch muscle fibres and other aspects related to athletic performance such as physiology, physical ability, technical proficiency and psychological predisposition to performance.

Based on feedback, students are just given a ball to kick around without being given much guidance on ball skills. In many cases, students just laze around the field without proper attire.

The main focus of schools, teachers and parents seems to be for students to score the maximum number of “A’s” in the exams, with sports ranking low in priority among the stakeholders.

The million-dollar question now is how are we going to create a sports culture in schools and sell the idea to parents that sports offers great career progression?

Parents have seen that sports does not pay in the long run, except in a few cases like Datuk Nicol David (squash), Datuk Lee Chong Wei (badminton) and Pandelela Rinong (diving) who are positive role models.

There must be a firm commitment from the Government to prioritise school sports, facilities and space for competitive sports and play.

Khairy, our No.1 sports fan must work closely with the relevant stakeholders to promote a strong sports culture among our youths.

C. SATHASIVAM SITHERAVELLU Seremban

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What a letdown - only 0.89% Malaysians living abroad can vote!

After all the brouhaha to get Malaysians living abroad the right to vote, only a dismal 6,268 out of over 700,000 have registered as postal voters.



IT'S disappointing, especially after all the brouhaha over giving all Malaysians living abroad the right to vote.

It has now been reported that only a dismal 6,268 Malaysians out of over 700,000 living abroad have registered as postal voters. There are some who think there could be as many as a million Malaysians abroad.

The Elections Commission (EC) had estimated that there would be at least 100,000 or even 200,000 overseas Malaysians who would register.

The criteria are fairly simple they have to be registered as voters first and have been in Malaysia not less than 30 days in the last five years before the dissolution of Parliament.

Objectively, no one can say that not enough time has been given. The worst excuse I have heard is that the Elections Commission website broke down last week and this made many who are overseas unable to register as postal voters.

This was reported in the pro-opposition Malaysiakini news portal. Surely, if you are seriously concerned with the developments in this country, you would have taken the trouble to register yourself much earlier.

It does not matter if you are overseas or in Malaysia. If one feels so strongly about what is taking place in Malaysia and wants to change the government, the obvious thing would be to ensure the change takes place via the ballot box.

Since the 2008 general election, it has been a long drawn campaign by both sides. Never has political awareness been so high.

That probably explains why there are 2.9 million new voters all first-timers and mostly below 40 years old out of the country's 13 million electorate. That's one out of five voters taking part in this general election.

It does not matter whether these new voters want to throw out this government or keep the status quo. The most important point is that they believe they can make a difference. They believe passionately that talk is cheap and that they will let their votes do the walking.

The call to allow overseas Malaysians to vote was on the agenda of Bersih, and two platforms MyOverseasVote and Bersih Global were set up to facilitate overseas Malaysians to register as postal voters.

Early this year, the EC announced that Malaysians residing overseas, except in Singapore, southern Thailand, Kalimantan and Brunei, would be allowed to apply to vote by post provided that they have been in Malaysia for at least 30 days in total during the last five years.

We have heard the arguments before there are those who claim that those who have been abroad too long do not understand what is taking place in Malaysia while many overseas Malaysians have ridiculed such arguments, saying that they follow events back home closely via the Internet.

Others suggest that the large number of overseas Malaysians are mostly non-Malays who are critical of Barisan Nasional and are likely to vote for the opposition.

They include many who have migrated because of their unhappiness over the affirmative action programmes that favour the bumiputras.

This argument does not hold water because the reality is that even if Pakatan Rakyat wins, the same affirmative actions will continue. Not even the DAP has dared to ask for these special rights to be removed.

While we do not know if the low number of overseas Malaysians registered to vote as postal voters is due to their indifference or because they still find the procedure cumbersome, the EC must continue to improve its mechanism to ensure a bigger turnout.

The reality is that more and more Malaysians, especially the young, will work overseas because travelling has now become cheaper, faster and easier.

Many Malaysians work in Jakarta, Hong Kong, Beijing, Guangzhou or Bangkok while they keep their Malaysian permanent address.

Many companies have also become more global in their set-up and send talented Malaysians to work in their regional hubs.

Unlike the older Malaysians who packed off with their families for a new life abroad, most young Malaysians are often single and live jet-setting lives.

They are not necessarily the grumbling and whining types who run down Malaysia. They may enjoy life overseas but deep in their hearts, they miss the many good things in this country.

These younger and more mobile Malaysians keep their minds open and while they are critical, they also make better evaluation of the issues.

This will be the new overseas Malaysians in the coming years. Make it easier for them to cast their votes in the coming general elections.

■ For more election stories, please visit The Star's GE13 site

On the Beat by WONG CHUN WAI

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PAS-led govt cheques to schools dishonoured!

ALOR SETAR: The PAS-led government made a major blunder when it handed out RM229,000 in allocations to 58 Tamil schools in the state four days ago.

Mentri Besar Datuk Seri Azizan Abdul Bakar gave out the cheques to the Parent-Teacher Association representatives of the schools. However, the cheques could not be cashed.

The cheques, dated Dec 31, 2012, had a three-month validity period until March 31, but were only distributed on April 2.

Many of the PTA representatives were shocked by the timing of the handover and left wondering if it was an attempt to ensure Indians' support for Pakatan Rakyat.

Kedah DAP committee member S. Neelamekan described it as an “an unwanted embarrassment” to the government.

“The state government should have been more careful and avoid being ridiculed by Barisan (Nasional),” he said. “The cheques must be replaced as soon as possible.”

State executive councillor S. Manikumar has since apologised to the schools for the mistake.

“The cheques were prepared last December and were rendered invalid because they did not bear the signature of the State Financial Officer,” he said.  “We apologise for the technical error.

“However, we have already asked the school PTAs to exchange the cheques with new ones from the state finance office,” he added.

Manikumar said the contribution was for school activities and programmes, adding that the schools received between RM3,000 and RM10,000 each, depending on the size of the enrolment.

MIC Baling division Youth chief M.A. Ramasamy said this bungle clearly showed weaknesses in the Kedah state administration.

He said each of the schools was given RM10,000 during the previous rule under Barisan.

By SIRA HABIBU  sira@thestar.com.my

It’s a Smart, Smart, Smart World

 The country that tops the IQ charts isn't the US or in Europe, it's Singapore

Before I get to the dreary budget debates in Washington, here’s a bright spot of good news: We’re getting smarter.

Damon Winter/The New York Times

Nicholas D. Kristo

My readers are all above average. But if I ever had average readers, they would still be brilliant compared with Americans of a century ago. 

The average American in the year 1900 had an I.Q. that by today’s standards would measure about 67. Since the traditional definition of mental retardation was an I.Q. of less than 70, that leads to the remarkable conclusion that a majority of Americans a century ago would count today as intellectually disabled. 

The trend of rising intelligence is known as the “Flynn Effect,” named for James R. Flynn, the New Zealand scholar who pioneered this area of research. Countless other scholars worldwide have replicated his findings, and it is now accepted science — although there is still disagreement about its causes and significance. 

The average American I.Q. has been rising steadily by 3 points a decade. Spaniards gained 19 points over 28 years, and the Dutch 20 points over 30 years. Kenyan children gained nearly 1 point a year. 

Those figures come from a new book by Flynn from Cambridge University Press called “Are We Getting Smarter?” It’s an uplifting tale, a reminder that human capacity is on the upswing. The implication is that there are potential Einsteins now working as subsistence farmers in Congo or dropping out of high school in Mississippi who, with help, could become actual Einsteins. 

The Flynn Effect should upend some of the smugness among those who have historically done well in global I.Q. standings. For example, while there is still a race gap, black Americans are catching up — and now do significantly better than white Americans of the “greatest generation” did in the 1940s. 

Another problem for racists: The country that tops the I.Q. charts isn’t America or in Europe. It’s Singapore, at 108. (The reason may have to do with Singapore’s Confucian respect for learning and its outstanding school system.) 

None of this means that people today are born smarter. While I.Q. measures something to do with mental acuity, it’s a rubbery and imperfect metric. It’s heavily shaped by environment — potential is diminished when children suffer from parasites or lead in air pollution. As a result, the removal of lead from gasoline may have added 6 points to the I.Q. of American children, according to Dr. Philip Landrigan, a pediatrician and epidemiologist at Mount Sinai School of Medicine. 

Flynn argues that I.Q. is rising because in industrialized societies we give our brains a constant mental workout that builds up what we might call our brain sinews. 

“The brains of the best and most experienced London taxi drivers,” Flynn writes, citing a 2000 study, have “enlarged hippocampi, which is the brain area used for navigating three-dimensional space.” In a similar way, he argues, modern life gives our brains greater exercise than when we were mostly living on isolated farms. 

It’s not that our ancestors were dummies, and I confess to doubts about the Flynn Effect when I contemplate the slide from Shakespeare to “Fifty Shades of Grey.” Likewise, politics does not seem to benefit: One academic study found a deterioration in the caliber of discussions of economics in presidential debates from 1960 to 2008. 

But Flynn argues that modern TV shows and other entertainment can be cognitively demanding, and video games like those of the Grand Theft Auto series probably require more thought than solitaire. (No, don’t call the police. My teenage kids are not holding me hostage and forcing me to write this paragraph.) 

Back to the debates in Washington. To me, the lesson from this research is the vast amount of human potential globally that is available if we can nurture and stimulate kids who now get neglected. 

One challenge is to preserve foreign aid. Some 61 million children around the world still don’t attend even primary school, and President Obama in his 2008 campaign was right to propose a global education fund, in part as an alternative to extremist religious schools. I’m hoping the idea doesn’t get dropped forever. 

The even greater challenge is nation-building at home at a time when funding for schools is being slashed, about 7,000 high school students drop out every day, and there are long waits to get into early-childhood-enrichment programs like Head Start. Literacy programs can help break cycles of poverty and unleash America’s potential — and a single F-35 fighter could pay for more than four years of the Reading Is Fundamental program in the entire United States. 

As we make hard budget choices, let’s remember that the essential fact of the world is that talent is universal and opportunity is not. I hope we’re finally smart enough to try to remedy that.

Related post: 

End of Pax Americana  
Singapore job growth high, unemployment low, vacancies rise despite more layoffs 

China's prodigy whiz kid wants to quit school and a quiet life

Shaoyi: Is more comfortable expressing his ideas online.

 

Feng Shaoyi, a 10-year-old junior high school student, has become an online sensation for his micro blog posts about re-inventing education in the Internet era. 

FENG Shaoyi has been hounded by the media after his recent online post about his intention to quit school went viral on Sina Weibo, China’s answer to Twitter. It has attracted more than 7,000 comments and was forwarded more than 18,000 times.

The junior high school student has attracted so much attention because he’s too young to drop out. And his harsh yet insightful criticisms of the education system surprised many, especially considering he hasn’t reached his teens.

While many children his age aspire to become scientists like Einstein, Shaoyi argues that people with such “lofty ideals” are destructive to the planet. For example, Einstein’s theory of relativity led to the atomic bomb.

“My dream is to live with the girl I love. It doesn’t matter if I have to cut firewood and pick up rags for a living,” Shaoyi writes.

He claims that he wants to pursue his ideals right away instead of wasting time on “meaningless” homework and exams.

“What is the use of studying? Is it getting high marks and ranks to compete with my buddies for the limited places in top high schools?” the precocious boy writes.

Immediately after his remarks were posted, the media began telephoning Shaoyi’s father day and night. They also converged at the boy’s school in Zhuhai, Guangdong province, to pull him out of an ongoing class for interviews.

“I’m tired of interviews. It’s unscrupulous of some media to defame me,” Shaoyi tells China Daily.

He is referring to a report that quoted him as saying his actions are publicity stunts and that he enjoys seeing so many comments and an increasing number of followers.

“I didn’t say that,” Shaoyi says, grimacing while staring at the floor.

“I said it’s good that my posts have prompted people to reflect on the current school system. I wanted to attract the public’s attention to the contents of my postings, not toward me.”

Shaoyi turned up for the interview with China Daily dressed in colourful clothes, carrying a backpack and wearing a cap bearing the autographs of two of his idols from the aerobatics team of the Zhuhai Air Show.

On his micro blog, he’s outspoken, aggressive and sounds like an adult. For example, he slammed an official’s idea to invest millions to cultivate sorghum to attract tourists to Gaomi, Shandong province – the hometown of Mo Yan, Chinese Nobel Literature Prize winner.

But in person, his chubby cheeks and childish voice give away his age. In contrast to his posts, his demeanour is sombre and pensive.

His answers to many questions are: “I don’t know how to answer the question”, or, “I don’t want to talk about it”.

As he puts it: “I’m more comfortable expressing my ideas online in forums and weibo, and while chatting with my friends on QQ (an instant messaging service popular in China). I’m inspired only when I sit in front of the computer.”

The boy didn’t tell his father in person about his intention to drop out of school but, instead, added his father’s micro blog account in his message to catch his attention.

Shaoyi has impressed many readers with his knowledge. In addition to musing about Einstein and Mo Yan, he also left incisive comments on current affairs, including China’s crisis of confidence in charity and the popularity of dating and job-hunting reality TV shows in the country that reflect the difficulties Chinese face in relationships and employment.

His online postings reveal he’s a military enthusiast who’s well-versed in the different generations of China’s carrier-borne fighter planes. Many were also surprised to read the 10-year-old’s analysis of the differences between Obama and Romney.

“I’ve acquired all the extra knowledge from the Internet. Schoolteachers didn’t teach us that. They’re busy feeding us what’s in the textbooks,” Shaoyi says.

“Teachers think we kids know little about things like the US presidential election. But, in fact, many of my friends and I learned about it online.”

The inquisitive student usually turns to the Internet, rather than to his teachers, for answers to questions that pop up when he reads textbooks.

He once embarrassed his Chinese teacher by asking why some dinosaurs had feathers.

“The teacher didn’t know the answer. I searched for it on the Internet on my own, afterward,” Shaoyi recalls.

“The Web satisfies my curiosity better than school.”

Du Fang, Shaoyi’s favourite Chinese teacher during his primary school years, admits teachers are increasingly pressured to know more than their core subjects because students are exposed to a wide range of online information.

“If I fail to answer a question raised by my student, I will tell him or her that I’m not almighty,” Du says.

“As a teacher, I am here to guide them to distinguish between good and bad, and true from false, so they can make good use of online information.”

Shaoyi’s father, Feng Yingang, agrees the Internet can’t replace scholastic education.

“My son still needs guidance to sift through information on the Internet and build his knowledge base. He is like a kung fu lover, who learns all kinds of martial arts moves but lacks the internal strength to master them,” Feng says.

“It would be great if the schoolteachers can guide my son.”

Shaoyi also admits that he has difficulties digesting the glut of online information.

“I will enjoy school’s lessons better if the teachers can discuss hot issues related to the subject and tell us what materials we can refer to better understand these issues,” the boy says.

“But teachers just regurgitate textbooks’ texts.”

Shaoyi says some textbooks are outdated. For example, he owned his first cell phone at three and is able to download pictures with smartphones. But his computer science textbook covers basics like search engine use.

He also complains about junior high’s heavy study load.

During his primary school days, classes were over at 4.30pm, and he had time for his hobbies. But in junior high, he leaves home at 6am and classes end at 6pm. He goes home and does homework until 10pm.

“School life seems to be all about classes, homework, exams and rankings. Students who score well in exams are called good students, while those who don’t ask teachers questions during the 10-minute break between classes are labelled bad students,” Shaoyi says, crossing his arms and scowling.

Between mumbles, he reveals his aspiration is to become head of state so he can make everyone happy.

He says he doesn’t talk about his dream because everyone seems more concerned about how important it is to get into a top high school, then a top university and, finally, find a good job.

He doesn’t believe this is the ideal route.

Shaoyi writes on Sina Weibo: “Almost everyone in China will say there’s something wrong with you if you tell them your life ambition is to become president, but people in the US would encourage you.”

Whiz kid wants a quiet life

Feng Shaoyi and his father, Feng Yingang, in Zhuhai, Guangdong province.

Feng Shaoyi completed his primary school education within three years, rather than the typical six.

The 10-year-old even had time during those three years to act in TV dramas.

The boy claims that in primary school, he was able to finish reading a textbook in five hours and only needed the same amount of time to memorize a whole chapter, which took his teachers a whole week to teach.

His wish is to be homeschooled and only go to school for exams. Feng says he can ask his dad or surf the "powerful" Internet for answers if he has questions.

His father, Feng Yingang, who works as the sales director of a Shanghai-headquartered chemical company, believes it's unrealistic for him to find the time to tutor his son at home.

"My son wrote the online application asking to quit school to relieve stress, and to seek my attention and comfort. He didn't even know what quitting school really meant until I talked to him," the father says.

"He didn't mean he wanted to drop out. He just wanted a break."

Feng's father believes his son is still adapting to junior high. The boy feels stress about failing his first English examination, he says.

"I can understand why junior high teachers focus so much on grades and rankings," the dad says.

"It's because students need to score high marks to get into high school, which isn't guaranteed by the compulsory nine-year education policy."

He never submitted the leave application that he had completed for his son.

The boy says he still plans to study hard and end up in a good high school and university. "I was just asking for more freedom and a more relaxed studying environment," he says.

"I posted the message online because I believe school education could be improved if more people demand change after reading it."

But the public spotlight's sudden glare has proven too much for the boy.

He says he wants to "study and live a quiet life", and pay no heed to the comments about him - be they praises or criticisms.

"He may end up more stressed out if he really leaves school to study at home: All eyes will be on him, monitoring his performance," says Feng Yingang, who has requested that the teachers at his son's junior high school turn down media requests.

Du Fang, Feng Shaoyi's primary school teacher, was also cautious when talking about the boy.

"(He's) sometimes clever, sometimes mature and sometimes childish," she says.

She made these comments while in Beijing for training. "He's special to me," she says.

"To protect him, I can't say more until I return to Zhuhai and talk to him about his thoughts. After all, he's just a kid."

By Xu Jingxi www.chinadailyapac.com 
xujingxi@chinadaily.com.cn

Schools to create 'Asian leaders' in Asian Century

This picture taken on July 23, 2012 shows 53 students from 14 countries holding hoops with their fingers as part of a cooperation learning exercise at a class of the International School of Asia, Karuizawa (ISAK) at Japan's mountain resort town Karuizawa in Nagano prefecture, central Japan. -- PHOTO: AFP 

KARUIZAWA, Japan (AFP) - Asia may be driving growth in the world economy but a Japanese businesswoman behind an innovative new school believes the region is over-reliant on Western-style leadership.

Lin Kobayashi believes Asia is over-reliant on Western-style leadership (AFP/File, Shingo Ito)

Ms Lin Kobayashi hopes her foundation outside Tokyo will help change that by breeding a wave of political and business leaders - but with what she sees as a more "Asian" way of thinking.

Building work on the International School of Asia, Karuizawa (ISAK) began in September. The launch of classes, all taught in English, is planned for 2014 making it Japan's first international boarding high school.

Ms Kobayashi, 38, a former investment analyst at Morgan Stanley, said the school will bring together students from a wide range of cultures and socio-economic backgrounds, with scholarships for poor students funded by donations.

Lin Kobayashi hopes her foundation will help to breed a wave of political and business leaders (AFP/File, Shingo Ito)

But she said she wasn’t aiming to simply rival elite schools such as  Britain’s Harrow or Dulwich College, which have set up Western-style campuses  in places such as China, Hong Kong and Thailand.

And she added she wanted to change what she sees as an assumption in Asia  that it was preferable to seek out education systems in which Western-style  leadership was taught.

“Asia is already at the centre of the world’s economy, but is still relying  on Western-style leadership that thinks charisma is only to be found in a loud,  top-down approach,” said Kobayashi, formerly of the Japan Bank for  International Cooperation and also the UN Children’s Fund in Manila.

“I think we need Asia-oriented leaders who value consensus and harmony and  can combine that with deep background knowledge about the complicated history  and diverse cultures of Asia.”

— Regional history —

The foundation has so far collected 1.5 billion yen ($19 million) in  donations and private funding to cover initial costs, while inviting prominent  business figures to come on board as advisors.

In July it opened its third annual 10-day summer school, with 53 students  from 14 countries. The course cost 300,000 yen.

Kobayashi said the school will place particular emphasis on regional  history, a subject that divides a continent where narratives differ widely from  country to country and are at the root of various territorial stand-offs.

Tensions have recently flared between Japan and China in a row over  disputed islands in the East China Sea, with trade between the two countries  looking set to suffer. The relationship was worth well in excess of $300  billion last year.

“We don’t teach one-sided history. It is important to learn about diversity  of historical perspectives and the multi-ethnic structure of the region,”  Kobayashi said, adding that she wanted to bring in teachers from many different  backgrounds.

Lzaw Saw Nai, a 14-year-old student from Myanmar who joined this year’s  summer school, said he was “very much interested in leadership”.

“We have political and many other problems in my country,” he said. “I feel  I should do something, but first I need to learn. So, I came here.”

Tareq Habash, 13, from Palestine, said: “My country is in need of leaders  who can understand the need of the country and not just for what they want for  themselves.”

— “Free-thinking” —

Kobayashi said she hopes potential future leaders of Japan, a place where  politics is often criticised for its lack of talent, will also benefit.

“Japanese education does not do enough to train people to lead,” she said,  adding that this was something the country desperately needed in a region  increasingly dominated by a rising China.

In the wake of defeat in World War II, Tokyo fashioned an education system  that prized uniformity.

While observers say this was one of the things that helped drive the  miracle of recovery, they also argue that uniformity is now hampering progress,  amid calls for strong, free-thinking leaders who can drive the country forward.

Yoshiaki Nomura, an expert in leadership education at Osaka University,  said the idea of the new Asian school was timely.

“I think a curriculum that will foster a new elite is needed,” said Nomura.

"We have learnt a lot about classic theories of Western leadership, but I often  feel that what we need in Asia may be different.”

Jun Nakahara, associate professor of higher education at the University of  Tokyo, agreed that leadership is not always an innate quality but rather “something you have to learn about”.

But he said on-the-job experience may be more valuable than classroom-based  learning.

“They have to provide students with opportunities for practical experience  in which they can exercise their own leadership,” he said.

He added that the school could be a ground for future networking  opportunities but that it would “take some time” before it enjoyed the kind of  influence of its established rivals in the West.

Sources: AFP/NST/Asia News Network