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Showing posts with label Universities. Show all posts
Showing posts with label Universities. Show all posts

Wednesday 14 June 2023

PUBLIC UNIVERSITIES IMPACTING THE WORLD

 

Proud achievement: USM occupies fourth spot in the THE Impact Rankings 2023 overall top 100 list and ranks first in Asia.

 Global recognition for USM, UTM and UM

THE latest edition of the Times Higher Education (THE) Impact Rankings proves that Malaysian universities are making a positive mark with research involving the United Nations Sustainable Development Goals (SDGs).

For the second consecutive year, Universiti Sains Malaysia (USM) maintained its position in the top five universities, sitting comfortably at number four on the THE Impact Rankings 2023 overall top 100 list.

Ranked first in Asia, it also came first for SDG 16 (peace, justice and strong institutions). This was based on its research on peace and justice, participation as advisers to the government and policies on academic freedom.

In addition, USM is the country’s highest ranked varsity for eight other SDGs. It ranked sixth for SDG 17 (partnerships for the goals), seventh for SDG 2 (zero hunger), eighth for SDG 1 (no poverty), 42nd for SDG 6 (clean water and sanitation), 51st for SDG 14 (life below water), 55th for SDG 3 (good health and well-being), 65th for SDG 15 (life on land), and 89th for SDG 13 (climate action).

As the country’s sole Accelerated Programme for Excellence (Apex) university, USM, said its vice-chancellor Prof Datuk Dr Abdul Rahman Mohamed, understands that sustainable practices extend beyond the confines of academia, and aims to inspire its students and staff to become responsible global citizens.

“By embedding sustainability principles in its teaching and research, USM empowers individuals to address complex challenges through innovative solutions and to become advocates for sustainable development in their respective fields.

“We are proud of this achievement as it underscores our dedication to creating a sustainable future, driving positive change, and inspiring a generation of leaders who will shape a world that prioritises the well-being of people and the planet,” he said in a statement following the release of the rankings on June 1.

Universiti Teknologi Malaysia ranked first for SDG 7 (affordable and clean energy).

The fifth edition of the rankings by THE, publisher of the globally recognised THE World University Rankings, assessed institutions worldwide on their commitment to the world’s greatest challenges as listed in the UN 17 SDGs.

It assessed university commitment to sustainability across four broad areas: research, stewardship, outreach and teaching.

Universiti Malaya (UM) ranked third globally for SDG 5 (gender equality), marking the first time the varsity has achieved a top five position in any of the SDGs featured in this ranking.

It also ranked 13th for SDG 7, 50th for SDG 1, 60th for SDG 6, 72nd for SDG 11 (sustainable cities and communities), 73rd for SDG 12 (responsible consumption and production), 81st for SDG 17, and 85th for SDG 14.

UM vice-chancellor Prof Datuk Dr Mohd Hamdi Abd Shukor said the rankings show where the varsity stood against other institutions of higher learning in addressing global issues such as poverty, hunger, health and well-being, gender equality, quality education for all, and climate change.

THE chief knowledge officer Phil Baty said: “The growth in participation from Asean has been rapid and hugely impressive, with participation more than tripling since 2000.

“This gives rise to real optimism that Asean can become a global hub of excellence in the drive for a better, more sustainable future for us all.

“It is inspiring to see even more universities participate and see countries that don’t normally rank so highly do so well.”

A record 1,705 universities from 115 countries or regions were assessed, with Western Sydney University in Australia emerging the world’s overall top institution.

For details, visit https://www.timeshighereducation.com/rankings/impact/2023/overall.

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Time for real change for Malaysian education as glory stuck in the past and the delusion of Vision 2020

Saturday 15 February 2020

What ails our Malaysian universities ?

 

Recent discourses about revamping our higher education system have included the following: critical thinking, empowerment, humanistic values, future proof graduates and improvising teaching methods.

Many Malaysians understand “critical thinking” as the ability to criticise something, and “future proof” as being immune from the future. This couldn’t be further from the truth.

Politicians, civil servants, parents and civil society activists have uttered these concepts too often. They lament that our education system has failed.

Our leaders say we are a society devoid of critical thinkers. They swear blindly that Malaysians are left behind due to our inability to improvise in this age of rapid technological innovations.

Prime Minister Dr Mahathir Mohamad has said that the developed world uses English to their advantage, but we have not.

Critics also claim that developed nations are more scientific and technologically minded, because they have the ability to think critically.

Innovation, improvisation and critical thinking have always been used in discourses of scientific, technological, technical and vocational education.

A “future proof” graduate with “humanistic values” would have acquired adequate and sustainable mental, spiritual and practical skills by now. Yet it seems the narrative we are familiar with does not tally with the reality, due to our misunderstanding of the fundamentals.

Malaysians can be globally competitive and widely respected if we decide to be consistent in the fundamentals. These fundamentals have not been mentioned as openly, but they are crucial to whether we surge ahead or fall further behind.

First, higher education should not be part of a political football game. Render quality education accessible to all. Do not confine it to a race-based quota system, with respect to student intake or hiring of lecturers and top university administrators.

Second, hire and retain academic staff in universities, based on their intellectual merit. Deans and senior university administrators must be constantly aware of any lecturer who publishes inane works, even though such nonsense may be in the form of 30 journal articles per annum.

For instance, how can research about whether the supernatural can be scientifically proven or not, be beneficial to solving our post-GE14 socio-political and religious problems?

The deans and deputy vice-chancellors must be tuned into the quality of their academic staff. They must have a basic knowledge of their contribution in their respective fields.

A dean in a social science faculty, for instance, must make it a point to have a general knowledge of all the social science fields under their charge. If not, he or she should not be a dean.

Third, heads of departments should have a collegial relationship with their fellow lecturers. There is no room for hierarchy, pulling rank or bullying.

Lecturers within a department must work as a team, within an atmosphere of mutual deference and respect. The head must provide motivation and encouragement, rather than react with jealousy and insecurity.

Academics must be encouraged to speak, deliver public lectures, engage in national and international debates, and be commended for it. Unfortunately, there is an unhealthy and counterproductive culture of egoism, selfishness, jealousy and arrogance in the corridors of our public universities.

Most, if not all, academics in a university have a doctorate. So why should there be a sense of insecurity or superiority?

Fourth, university lecturers must take pride in their teaching and writing. Whether they do so in English, Malay, Mandarin or Tamil is irrelevant.

While one must be practical, what is more important is the positive attitude these academics possess when they engage in honest research.

What they choose as a research agenda and how relevant it is in the Malaysian context should be the decisive factors in academic teaching, writing and research.

Fifth, a lot more effort must go into how syllabuses are devised for various courses. Individual lecturers must take pride in the uniqueness and relevance of their syllabus.

It is my experience that such an important exercise of creating one’s syllabus is actually considered the least important of activities leading up to every semester.

Sixth, publications and research projects must be based on quality, not quantity. In the social sciences, for example, it is ineffectual to expect a new research topic to emerge every year or two, for the sake of satisfying annual KPI requirements of the research universities.

Due to our obsession with chasing KPIs and benchmarking global ranking systems, lecturers have resorted to mass production of publications and research projects. The majority are useless, and reports merely collect dust on dingy shelves.

It seems our university leadership is unaware that academic publishing has become a lucrative global business, with annual revenues exceeding billions of dollars.

This business is closely associated with the world university ranking system. Unsuspecting academics in countries like Malaysia race to publish in journals produced by these publishers, without realising that they are held at economic ransom, regardless of quality or research relevance to individual countries or regions.

It is time that Malaysian universities decide for themselves what research and publications are relevant for our own society, based on the current problems and national unity complications we face.

The high rate of unemployed university graduates is proof that there is a disconnect between what they learn in the universities and what employers want. This is due to a skewed view of the objectives of our higher education, and the quality of our educators.

We also have to be more obsessed with merit and substance, rather than what is politically expedient. For example, the appointment of a non-Malay vice chancellor of any public university in Malaysia should no longer be questioned or considered a sensitive issue.

There should be no hesitation, provided one is qualified academically, and has the right attitude towards teaching, research and intellectual development for national progress.

There is one area of higher education that has never been discussed, even though we constantly address the lack of critical thinkers and intellectuals in Malaysia.

The “Socratic Method” is a method of educational instruction that should be employed in university classrooms, in all fields. It is a method of hypothesis elimination, in that better suppositions are found during a debate or discussion.

The process of discussion involves asking a series of questions formulated as tests of logic. Instead of answering questions directly, questions are answered in the form of another question, which prompts the person or group to discover their beliefs about a topic, on their own. In this situation, the active participation of the lecturer is paramount.

Therefore, the Socratic Method encourages constant dialogue in the classroom, and sharpens the mind in logic, reason and arguments. In the process, students develop self confidence and a desire to read widely so they can engage more in classroom discussion. A silent student would feel embarrassed in a class full of chatty, logical peers.

While it is good to incorporate audio-visual techniques and other forms of innovative technology into teaching, university lecturers should not neglect the power of dialogue.

The Socratic Method would generate a cohort of graduates who will perform well in a job interview, show confidence and display a wide range of knowledge in the field. It also keeps lecturers on their toes and forces them to be updated in their respective fields. This is genuine educational empowerment, not mere rhetoric, based on fancy global terminology.


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The views expressed are those of the author and do not necessarily reflect those of FMT.



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Wednesday 11 September 2019

Malaysia’s Public Universities Falling Behind


Malaysian public universities’ worst nightmare is beginning, with local private universities rapidly rising and making their presence felt in university rankings.

The respected World University Rankings now places Universiti Tunku Abdul Rahman (UTAR) as the country’s second-best university just behind its oldest public university, University Malaya (UM). QS International University Rankings this year placed the private UCSI University sixth and Taylors University eighth. Other rankings mention Swinburne University of Technology, International Medical University, HELP University, and Sunway University among others as being in Malaysia’s top 10.

Malaysian public universities and the Ministry of Education have been fixated on rankings for many years. Ang small rise in any ranking is extolled by the media. Malaysia even has its own domestic ranking system SETARA, but this is not without criticisms. In 2017, the Malaysian Qualifications Agency (MQA) gave eight universities the highest ranking of six stars and 21 the second highest ranking of five, indicating there is not much room for these universities to improve.

This nonsensical ranking system ignores the wide gulf between Malaysian universities and universities in the rest of the world.

What is hindering Malaysian public universities from achieving their full potential? It seems to be their sense of purpose.

University mission statements are public pronouncements of the institution’s purpose, ambition, and values.The general mission statements of the country’s public universities state the prime purpose as producing graduates who will be skilled and highly sought after employees of industry. This is a mechanistic, utilitarian approach, a discourse that is purely industrial and regimented.

What is absent is the desire to assemble a diverse intellectual community and pursue knowledge and education for the betterment of the individual and society — something more holistic than the narrow education path extolled in these outmoded mission statements.

Many graduate qualifications don’t match the country’s needs. There is a large surplus of graduates with technical degrees that can’t be absorbed into the workforce. Graduate unemployment was 9.6 percent or 204,000 at the end of 2108.

These mismatches and surpluses are the result of the insistence of central control by the Ministry of Education. There is lack of autonomy in public universities about what courses can be taught. The Ministry of Education operates like a ministry would in the Soviet Union during the 1950s.

The Malay Agenda

Malaysia’s public universities are an instrument of the government of the day.

One vice chancellor told Asia Sentinel that an important covert role of public universities is to pursue the “Malay Agenda.” This is reflected in the ethnic mix of academic, administration, security, and maintenance staff, and the high percentage of Malays in university student populations. Public universities prefer to employ foreign Muslim academic staff from India, Bangladesh, Myanmar and Iraq, rather than Malaysian citizens who are of Chinese or Indian origin. Most, if not nearly all office holders at public universities are Malay. Administration staff numbers tend to be bloated and inefficient due to lenient work procedures compared to their private counterparts.

Public universities are Malay bastions. They have become enclaves not demographically representative of the communities they serve. Organization is extremely hierarchical and authoritarian. Expertise is recognised through position and not knowledge. This creates a master-servant, rather than collegiate culture within faculties and administrative departments. In such environments, nepotism over powers meritocracy. Thus, there is little positive within these environments for people with fresh ideas and constructive criticisms. People who question and try to improve things usually don’t last long.

What is holding public universities back is the Malay Agenda, which is not conducive with diversity, critical thinking or intellectualism.

The Islamic Agenda

The appointment of Maszlee Malik as the Minister of Education has exacerbated the furtherance of an Islamic agenda in public universities. This is not in the Malaysia Education Blueprint 2015-2025 (Higher Education) or an edict approved by Federal Cabinet. It’s not part of the Pakatan Harapan election manifesto. Malaysian universities are being reformed in Maszlee’s vision rather than the national policy. The minister’s infusion into public universities of his Islamic vision is not the moderate, tolerant and accommodating Islam that Malays have practiced for hundreds of years but a Salafi-Wahabism slant that demands conformity and strict adherence.

This form of environment within public universities runs against the principle of diversity, free expression, critical thinking and creativity. The resulting organizational culture is an authoritarian environment that frowns upon freedom of expression of different ideas and diversity.

Malaysia is now witnessing the opening of a fissure into two completely different philosophies of higher education. On one side are the public universities with a structure and culture purporting to produce industrial fodder, and on the other side a private higher education sector made up of domestic private universities and Malaysian campuses of foreign universities which are beginning to emerge and being recognized in international rankings. One side carries the “Malay-Islamic” agenda of exclusion and the other, the pursuit of meritocracy.

Pursuing Change

The flaws within the public university system need to be firstly publicly acknowledged, then corrected. To date, the government has never conceded that it is pursuing the “Malay Agenda” in public universities. This is the subliminal agenda that is preventing any meaningful change and turning universities inward into their own introspection. Public universities can’t be changed without changing the intentions of the top echelon of government.

The first question is whether public universities should be pursuing Malay-Islamic agenda, or pursuing excellence in education and learning? This is where the reform process must begin.

The second question is whether public universities should follow the mechanistic development agenda or regenerate into something else? This question requires much informed discussion with various stakeholders.

This demands honest discussion. If the government wants to maintain the Malay-Islamic agenda in public universities, just say so and don’t waste time preparing policy blueprints which state otherwise. No change here and the rest is a waste of time.

If the first two questions are resolved, then a third question needs consideration. How can Malaysia’s public universities be fixed?

This has to start at the top. Before any reforms can be made, the culture within universities requires change. There are a number of prerequisites to achieving a positive culture change.

1.Public universities must be truly independent, autonomous, and transparent. A supreme body governing the university, a university council made up of the vice chancellor, deputies, deans, representatives from academic staff, administration staff, students, industry, community, and education should replace university board of directors. This means getting rid of all the deadweight and political crony appointees and replacing them with a committed governance group representing all stakeholders.

2.The university councils should appoint vice chancellors without any interference from the minister. This process should take place without fear or favour, purely on merit. The office holders shouldn’t be restricted to Malaysian citizens. The world should be scoured for the best people with experience in excellent universities to steer Malaysian universities into a new era.

3.Academic and administration staff need to reflect the population demographics of the country. Faculties need diversity, knowledge, experience, and know how. The apartheid approach needs to be ended at universities. The private universities are a  good example of what happens when diversity exists within academic staff. Rankings are quickly reflecting this.

4.The organizational culture of universities and faculties within them needs to be changed to eliminate feudal-like hierarchies, cronyism, and nepotism. These traits have to be replaced with a culture supporting meritocracy. This requires a leadership who shows by example. Deans with experience in reform and building teams will be required to reset these institutions.

5.There needs to be a set of standards that are fair for all to meet for university entry. This doesn’t mean there can’t be special entry programs for the disadvantaged. Many students now attending public universities would have been better off in the vocational system. Stricter entry standards will mean less students attending public universities and more in the vocational system that would better suit many students’ needs. This will help ease pressure on undergraduate teaching and raise standards very quickly.

Maszlee Malik doesn’t appear to have the interest or passion to lead the drive for excellence in public universities. He has been counterproductive through his appointments of vice chancellors. Religious credentials shouldn’t be a factor in selection.

If change can be made at the top, then the new broom can focus on granting full autonomy to public universities and change the Universities & Colleges Act so that university councils can be set up. The minister must denounce covert agendas and start a national dialogue about what Malaysian public universities should become. Finally, the apartheid nature of these insular institutions needs to be dismantled.

Ministers, bureaucrats, vice chancellors and deans don’t have to fly off to see Harvard or Oxford on the pretext to learn and emulate what is being done there.

Fortunately, within the public system there are some success stories. There are the examples within public universities that can learnt from where the elements of success can be transposed to other faculties within the public system. If this is not enough, vice chancellors only need to drive across town and look at some of the vibrant private universities as examples.

By:Murray Hunter,is a development expert based in Southeast Asia and a frequent contributor to Asia Sentinel.


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Best universities in Malaysia

World University Rankings

Explore the best universities in Malaysia, based on data collected by Times Higher Education
March 13 2019
Best universities in Malaysia
Malaysia is a country in South East Asia known for its stunning natural beauty and diverse population.

Made up of two main land masses, the Malaysian Peninsula and Malaysian Borneo, the country is known equally for its cosmopolitan capital and its wildlife-rich rainforests. The jungles of Borneo are home to over 1,000 species of animals, many of which are endangered. These include orangutans, clouded leopards and pygmy elephants.

By contrast, Kuala Lumpur – the nation’s capital – is a bustling metropolis, often used as a stepping stone to many other major South Asian destinations. Featuring the iconic Petronas Towers, the city’s impressive skyline is just one of KL’s many attractions. ​

Others include a canopy walkway 100ft in the air in the heart of the city, as well as the Batu Cave Temple, the stunning National Mosque and a host of museums.

Street food is incredibly popular and you can expect a varied cuisine with Indian, Chinese and Malay influences.

Among all of this are some outstanding universities, which we have listed below, based on data collected for the THE World University Rankings 2019.

University of Malaya​

The University of Malaya, a public research university in Kuala Lumpur, is Malaysia’s oldest university, founded in 1905.

Initially established to cover the shortage of doctors in the country, the university has maintained its position as a leading medical school.

It also offers bachelors degrees right through to doctoral qualifications across a range of other disciplines including economics, law, engineering, accountancy, linguistics and education.

The university also partners with several institutions across the globe, with links to Australia, France, Japan and the UK.

Universiti Tunku Abdul Rahman (UTAR)​ 

Situated across two campuses in Kuala Lumpur, Universiti Tunku Abdul Rahman (UTAR) is Malaysia’s second best university.

Established as a not-for-profit university in 2002, the initial intake was just 411. This has now risen to 2,500 students, who can choose from over 110 academic programmes of study. When the university first started there were just eight degree programmes.

UTAR is made up of nine faculties, three academic institutes, three academic centres and 32 research centres. ​

There are 56 registered student societies at the university including the yoga society, the international friendship society, the robotics society, the board games club, the taekwondo club and the first aid society among others.

Best universities in ShanghaiBest universities in TokyoBest universities in Singapore Best universities in Hong KongBest universities in TaiwanBest universities in South KoreaBest universities in China

Universiti Kebangsaan Malaysia​

Universiti Kebangsaan Malaysia, or The National University of Malaysia as it is sometimes known, was initially founded to uphold the Malay language.

​Today, the university’s focus has switched to energy, with an emphasis on biotechnology and earth science.

UKM’s Tun Seri Lanang Library is one of the biggest university libraries in Malaysia, housing a collecting of over two million resources.

The university has three campuses: in Bangi, Cheras and Kuala Lumpur.

And the rest...

You can also choose from a range of other universities in Malaysia.

Other institutions with a focus on energy include Universiti Sains Malaysia and Universiti Tenaga Nasional (UNITEN).

Away from Kuala Lumpur, Universiti Malaysia Sarawak (UNIMAS) is located on the northwest coast of stunning Borneo.

The Universiti Teknologi MARA (UITM) is the best of both worlds, with campuses in each part of Malaysia. ​

The top universities in Malaysia 2019

Click on each institution to see its full World University Rankings 2019 results
Malaysia Rank 2019 World University Rank 2019 University City/Area
1  301–350  University of Malaya Kuala Lumpur
2  501–600  Universiti Tunku Abdul Rahman (UTAR) Petaling Jaya
=3  601–800  Universiti Kebangsaan Malaysia Selangor
=3  601–800  Universiti Sains Malaysia Pulau Pinang 
=3  601–800  Universiti Teknologi Malaysia Johor 
=3  601–800  Universiti Teknologi Petronas Seri Iskandar 
=7  801–1000  Universiti Putra Malaysia Selangor 
=7  801–1000  Universiti Tenaga Nasional (UNITEN) Selangor 
=7  801–1000  Universiti Utara Malaysia Kedah Darul Aman 
=10  1001+  Universiti Teknologi MARA Selangor 
=10  1001+  Universiti Malaysia Sarawak (UNIMAS) Sarawak
Read more: Best universities in Asia

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Saturday 15 December 2012

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.

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Sunday 9 December 2012

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

Thursday 29 November 2012

How can universities powering Malaysias' ivory towers?

It is time we look at how our universities can be true to their noble calling as a mirror of humanity’s great heritage rather than be in danger of choosing show over substance.

A UNIVERSITY is a temple of learning and a storehouse of the knowledge and wisdom of the past. It is a receptacle of art, culture and science and a mir=ror of humanity’s great heritage. At the same time it is a laboratory for testing out a new vision of the future.

In more than four decades as a teacher, I have witnessed the ebb and flow of many educational movements. Some of them give me the feeling that we are choosing show over substance.

> Industrial links: In order to refute the charge that universities are ivory towers with no appreciation of societal needs, all universities have forged close relationships with the professions, industries and commerce. Curricula are devised to satisfy Qualifying Boards and potential employers. Students are required to do periods of apprenticeship. Captains of industry are often recruited as adjunct professors.

All this is laudable. At the same time it must be realised that our orientation towards industries and the professions distorts university education in some ways. A balance is needed.

> Lack of liberal education: The role of universities is to advance knowledge and build characters and not just careers. In their obsession with narrow professional goals and employability of graduates, many universities adopt curricula that are bereft of the arts and humanities. This paucity and poverty is accentuated because, unlike many countries, professional courses in Malaysia do not require a degree at entry point.

If a university is true to its worth, it must provide holistic education and produce well-balanced graduates who have professionalism as well as idealism, an understanding of the realities as well as a vision of what ought to be. Merely supplying technically-sound but morally-neutral human cogs in an industrial wheel to contribute to high production figures, will not in the long range lead to enlightened development of human capital or of society.

> Research: The crucial, core factor in a university’s eminence is qualified academicians with proven research abilities and a solid commitment to lead and inspire their wards to travel up the mountain path of knowledge.

A university cannot become an acclaimed university unless it possesses a large number of scholars who are the voice of the professions and who not only reflect the light produced by others (knowledge application) but are in their own right a source of new illumination (knowledge generation).

However, emphasis on research is leading to a number of adverse tendencies. Teaching is being neglected. Committed teachers are being bypassed in tenure and promotions in favour of entrepreneuring researchers.

Instead of singling out and supporting good researchers wherever they are found, the Malaysian approach is to anoint some universities with RU status and shower them with special grants. Innovators in non-research universities are thereby prejudiced.

> Research has various components: Capacity, productivity and utility.

The first (capacity) can be developed. Sadly, often it becomes an end in itself. The second (productivity) does not necessarily follow from the first. The third (utility) is often lacking. A great deal of research has no impact on the alleviation of the problems of society. Prestige and profit override public purpose. We need better criteria for research grant eligibility.

> Seeking best students: At the risk of sounding heretic, I wish to say that this modern obsession with seeking “the best students” is not conducive to social justice. Highly motivated, intelligent and articulate students make teaching a pleasure.

But what is even more satisfying is to take ordinary students and convert them into extraordinary persons; to mould ordinary clay into works of art.

It is submitted that entry points should be flexible. They should be based on holistic criteria. They should take note of initial environmental handicaps. They should be cognizant that equitable access to knowledge is a factor in sustainable development. They should further the university’s role to assist in social and economic progress; to cut poverty; to help the disadvantaged.

Entry points are less important than exit points. How a student ends the race is more important than how he/she began it.

All universities should be required to run some remedial programmes for under-achievers and to practise affirmative action for all marginalised sections of the population.

> Over-specialisation: Our system is committed to teaching more and more on less and less. Production of enough professionals and technocrats for the industries and the job market is an overriding role. However there is clear evidence that half or more than half of the graduates end up in roles outside of their university training.

In an age of globalisation, economic booms and busts, and high unemployment rates, there is a growing disconnect between what students study and what their subsequent careers are.

It is therefore, necessary to train students for multi-tasking, multi-disciplinary approaches; to have split-degree courses; and to produce graduates who have career flexibility and who are able to adapt to different challenges at work.

> Community service: Universities must serve society and not just by producing graduates for the job-market. All university courses must have an idealistic component and must straddle the divide between being people-oriented and being profession-oriented.

The curriculum must be so devised that staff and students are involved in the amelioration of the problems of society, in schemes for eradicating poverty, protecting the en-vironment, providing fresh water, storm control, protection from disease, adult education and free legal, medical, commercial and technical advice.

Tailor-made, short term courses for targeted groups should be devised to enrich lives. These courses should have no formal entry requirement. Town-gown relationships should extend to links with NGOs, GLCs and international groups that are involved in wholesome quests like environmental sustainability.

> Globalisation: Internatio­nalisation of knowledge is crucial for humanity’s advancement. However, to be truly global, we must not ignore citadels of excellence in Japan, Korea, China, India and Iran. It retards our progress and prevents us from addressing problems peculiar to our clime that our tertiary education suffers from a debilitating Western bias. Our course structures, curricula, textbooks, and icons are all European and American. It is as if the whole of Asia and Africa is and always was an intellectual desert. The opposite is true.

Asian universities must build their garlands of knowledge with flowers from many gardens. That would be true globalisation.

Comment
By Prof Shad Saleem Faruqi
> Shad Saleem Faruqi is Emeritus Professor of Law at UiTM 

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