How US spread biological 'poison', ethnic division and ideological antagonism around the world

 

 https://youtu.be/vjt6v9vQQtE

The United States biological weapons program officially began in spring 1943 on orders from U.S. President Franklin Roosevelt. Research continued following World War II as the U.S. built up a large stockpile of biological agents and weapons. Over the course of its 27 year history, the program weaponized and stockpiled the following seven bio-agents (and pursued basic research on many more):

Personnel are working inside a bio-lab at the US Army Medical Research Institute of Infectious Diseases at Fort Detrick on September 26, 2002. Photo: AFP

 

Editor's Note:

Since the military conflict between Russia and Ukraine began, the international community has grown increasingly aware of the roles the US and NATO have played behind the crisis.

From funding biological labs to creating ethnic division and ideological confrontation around the world, from imposing sanctions on "disobedient countries" to coercing other nations to pick sides, the US has acted like a "Cold War schemer," or a "vampire" who creates "enemies" and makes fortunes from pyres of war. The Global Times is publishing a series of stories and cartoons to unveil how the US, in its superpower status, has been creating trouble in the world one crisis after another. This is the fifth installment.

After World War Two (WWII), the US ran amok around the world, leaving behind a plague of war and hatred wherever they went. Whether on the biological front or in the ideological front, the US is the top "poison disseminator."

1 Ukraine crisis instigator: US-led NATO reneges on 'Not one inch eastward' promise to compress Russia's space to the extreme
2 Instability brewer: Behind every war and turmoil in the world is shadow of the Star-Spangled Banner
3 'Vampires' in the war: US warmongers feeding on the bloody turbulence in other countries
4 Cold War schemer: Reminiscing in its past 'victory,' US brings color revolutions to 21st century to maintain its hegemony

A US army tank rolls deeper into Iraqi territory on March 23, 2003?when US forces invaded?Iraq. Photo: VCG

Mysterious bio-labs

Since conflict broke out between Russia and Ukraine, biological laboratories in Ukraine that are funded by the US caught global attention.

Russian Deputy Foreign Minister Sergey Ryabkov said on March 22 that Russia cannot tolerate the US setting up biological laboratories in Ukraine with the prospects of developing biological weapon components, TASS reported.

Earlier that month, Russian defense ministry also disclosed that US spent more than $200 million on biolaboratories in Ukraine, TASS said.

The Russian military said they had gotten hold of documents confirming that Ukraine developed a network of at least 30 biological laboratories that host extremely dangerous biological experiments, aimed at enhancing the pathogenicity of plague, anthrax, tularemia, cholera, and other lethal diseases with the help of synthetic biology. This work is funded and directly supervised by the US' Defense Threat Reduction Agency (DTRA) in the interest of the Pentagon's National Center for Medical Intelligence, according to a statement by Russian Permanent Representative to UN Vassily Nebenzia.

The Russian defense ministry said that it learned of the details regarding a project implemented at laboratories in Kiev, Kharkov, and Odessa, which studied the possibilities of spreading particularly dangerous infections through migratory birds, including the highly pathogenic H5N1 influenza (lethal to humans in 50 percent of cases) and the Newcastle disease.

As part of some other projects, bats were considered as carriers for potential biological weapon agents. Among the priorities identified are the study of bacterial and viral pathogens that can be transmitted from bats to humans: pathogens of the plague, leptospirosis, brucellosis, as well as the coronaviruses disease, and filoviruses.

The analysis of the obtained materials confirms the transfer of more than 140 containers with ectoparasites from bats from a bio-lab in Kharkov abroad, according to Nebenzia's statement.

The bio-labs in Ukraine are only a handful of the 336 biological laboratories the US reportedly funds in 30 countries around the world. Most of these labs are located in the Middle East, Southeast Asia, Africa, and along the perimeter of former USSR, according to the Russian defense ministry.

Despite covert behaviors, the dubious activities of the US' overseas bio-labs had previously been revealed.

In August 2021, a South Korean civic group sued the Fort Detrick bio-labs and the US Forces Korea (USFK) over the smuggling of toxic substances to US military bases there in violation of domestic law. 

 http://www.koreaherald.com/view.php?ud=20190415000701

In December 2015, the South Korean Yonhap News Agency revealed that the USFK had staged 15 experiments using neutralized anthrax samples at the Yongsan Garrison in Seoul from 2009 to 2014.

US officials gave incongruous responses to the bio-lab issue since Russia disclosed relevant documents. They admitted to the existence of such labs but failed to provide substantial evidence that the programs they funded were to promote public health. Thus, it increased the world's suspicions over such labs.

Libyan protesters gather in Benghazi on March 11, 2011 as Arab Spring spread in the country. The US, the UK and France?intervened in Libya?with a bombing campaign on March 19, 2021. Photo: AFP

Creating turmoil and division

The US prides itself on being the "city upon the hill" and a "beacon of democracy." However, the history of the US was full of wars and killing. During its over 240 years of history, there were only 16 years when the US was not at war.

After the end of WWII, the US became the most powerful country in the world, however, war became an important tool for the US to maintain its own hegemony.

Data shows that from the end of WWII to 2001, the US initiated 201 of the 248 armed conflicts worldwide in 153 locations, accounting for over 80 percent of total conflicts.

The Korean War (1950-53), for example, resulted in the deaths of more than 3 million civilians and created approximately 3 million refugees, and almost all major cities in the Korean Peninsula were left in ruins.

However, the US evidently lacked self-reflection after the Korean War. Immediately after the end of the Korean War, the US intervened in Vietnam in the 1950s under the pretext of preventing the expansion of Communism in Southeast Asia. During the Vietnam War, the brutality of the US army made the war the longest and most brutal war since WWII.

The Vietnamese government estimates that as many as 2 million civilians died in the war, many of whom were slaughtered by US forces in the name of fighting Viet Cong communists.

In March 1999, under the banner of "avoiding humanitarian disaster," NATO forces led by the US openly bypassed the UN Security Council and carried out the bombing of Yugoslavia for 78 days, causing death of many innocent civilians.

After the September 11 attacks in 2001, the US first invaded Afghanistan in the name of fighting Al Qaeda and the Taliban and then launched a war in Iraq under trumped-up charges.

Over the years, the US instigated the "Arab Spring," igniting civil wars in Libya and Syria.

Since 2001, wars and military operations by the US have claimed more than 800,000 lives and displaced tens of millions of people.

"We inflated the stature of our enemies to match our need for retribution. We launched hubristic wars to remake the world and let ourselves be remade instead...We midwifed worse terrorists than those we set out to fight," New York Times columnist Michelle Goldberg wrote in September 2021, on the eve of the 20th anniversary of the 9/11 attacks.

Poison disseminator Illustration: Xu Zihe/GT
 

Exporting 'democracy'

Former US president Jimmy Carter once said that the US is "the most warlike nation in the history of the world" due to a desire to impose American values on other countries.

The Cold War was, to some extent, a global confrontation born of ideological opposition. In this process, the US established its own discourse system and promoted a so-called "liberal democracy," which was the foundation of its cultural hegemony.

In his book, America's Deadliest Export: Democracy, the Truth About US Foreign Policy, and Everything Else, American diplomat William Blumm reveals the close connection between America's foreign expansion and its "democracy export."

Between 1947 and 1989, the US carried out 64 covert operations of subversion and six overt ones, wrote Lindsey O'Rourke, a political scientist at Boston College, in her book Covert Regime Change: America's Secret Cold War. Costa Rica, Guatemala, Ecuador, Bolivia, El Salvador, Grenada, Honduras, Panama, Haiti, Venezuela...Of all America's Latin American neighbors, there were few who have not faced meddling from the US.

After the end of the Cold War, the US became more unscrupulous in promoting interventionism and frequently exported "color revolutions."

A US Congressional investigation in 1976 revealed that nearly 50 percent of the 700 grants in the field of international activities by the principal foundations were funded by the CIA, Frances Stonor Saunders wrote in the book Who Paid the Piper? The CIA and the Cultural Cold War.

These foundations support elites and students from other countries to study in the US and select and support "opinion leaders" who serve the interests of the US.

The US has also long linked economic aid to the "democratic revolution" and put pressure on some developing countries through its leading international financial institutions.

Far from achieving stability and prosperity, most of the recipients of the US' version of democracy seem to be trapped in the "democratic curse" of political turmoil and national retrogression.

As Michael Parenti, an American political scientist pointed out, the US has been wearing these "democratic" glasses for years. An inexplicable sense of superiority has led the US to stand on the notion of it being the so-called "city on a hill", regarding its democracy as an "international model," an unsupported hypothesis, and point fingers at other countries. The US' enthusiasm for "democracy export" is not really about democracy, but about maintaining American hegemony.

As former US President Bill Clinton said, "defending freedom and promoting democracy in the world is not just a reflection of our deepest values. They are vital to our national interest."

Next up:

Is the US a "defender" or a "destroyer" of human rights? Who has been sacrificed on the "altar" of US-touted democracy? In our next story, we will focus on the US' vile practice of igniting war under the pretext of "human rights and democracy." 

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Bandung Spirit: a short walk but with giant steps !

(From L) Chinese First Lady Peng Liyuan, China’s President Xi Jinping, Indonesia’s President Joko Widodo, his wife Iriana Widodo, Malaysia’s Prime Minister Najib Razak, his wife Rosmah Mansur, Mufidhah, wife of Indonesian Vice President Jusuf Kalla, Jusuf Kalla and Cambodian Prime Minister Hun Sen walk down the street with other Asian and African leaders during ceremonies marking the 60th anniversary of the Asian-African Conference in Bandung on western Java island on April 24, 2015. Bandung was the site of the landmark 1955 Asian African Conference, credited with galvanising momentum towards the creation of the Non-Aligned Movement. - AFP

Bandung 2015 is a chance to build on the cooperation among developing countries launched by Bandung 1955.

LAST Friday, I took a 10-minute walk from an old hotel to ano­­ther old building, a confe­rence hall. About 300 others were on the same walk on the warm and sunny day.

It didn’t seem anything remarkable or newsworthy. But this was no ordinary walk. Sixty years ago, on this same date, a small but powerful group of men and women took the same walk and then launched a movement that snowballed into a united anti-colonial and post–colonial battle.

We had come to commemorate and celebrate the anniversary of the Bandung conference of Asian and African leaders, all of whom had just won Independence or were on the verge of doing so.

The same grand Savoy Homann hotel was where the leaders had stayed, and they had taken the historic short walk on the Asia Africa Road to the Merdeka Building.

Bandung April 24, 1955, saw giants like Sukarno of Indonesia, the host, Zhou Enlai of China, Jawaharlal Nehru of India, President Gamal Ab­­del Nasser of Egypt, U Nu of Bur­ma and some leaders of Africa, coming together to discuss the need for newly independent countries to unite and fight for common interests.

They adopted the Bandung principles, that included respect for national sovereignty and self-determination, equality of all nations and abstention from use of force or exerting pressure on countries.

Bandung 1955 was the first ever meeting of the developing countries, who pledged to help other countries still under colonialism to complete their independence struggle, and to cooperate to develop their poor economies.

That Bandung spirit led to the formation of the Non-Aligned Movement in 1961, and indirectly also led to the Group of 77 in 1964, the two major umbrella organisations of the developing countries.

Last Friday, political leaders from over 40 countries, led by Indonesian President Joko Widodo, and officials from international organisations walked from Savoy Hotel to Merdeka Building and took part in a brief but meaningful commemoration ceremony.

Among the leaders present were the presidents of China, Zimbabwe and Myanmar, and the prime ministers of Malaysia, Nepal and Egypt.

We were told the Merdeka Building had not changed, and the chairs were the same as the ones used 60 years ago.

Widodo invoked the memory of the leadership and spirit of the giants of old, who had pioneered their nations’ independence and forged unity among the newly independent countries.

In a two-day Asian African summit conference in Jakarta preceding the Bandung ceremony, even more leaders were present to discuss the theme, South-South Cooperation for Peace and Prosperity.

President Widodo made a strong speech highlighting the continuing power inequalities and injustices in the world, in which developing countries were still struggling to get their rightful fair share in decision-making in world affairs.

Global injustice is obvious, when wealthy nations think they can change the world with their might, when the United Nations is powerless, when force is used without the mandate of the UN and powerful countries ignore the existence of the UN, he said.

Injustice exists when rich countries refuse to recognise the shifts in world economic power and only re­­­­­­­cognise the World Bank, In­ter­national Monetary Fund and the Asian Development Bank, he added.

“The fate of the global economy cannot be left to these three organisations, we need to build a new world order that is open to new countries. A new and fair global system is needed.”

Widodo also stressed that as the Bandung spirit demanded indepen­dence for countries, we are still indebted to the people of Palestine. “We have to struggle with them to give birth to an independent state of Palestine.”

The plight and struggle of Palesti­nians became a major issue at the Summit. It was obvious that the con­­tinuing occupation of Palestine lands and their unfulfilled fight for an independent state was a big piece of “unfinished business” of the Asian African Bandung conference.

A special declaration in support of Palestine was adopted by the conference. Two other documents adopted were the Bandung Message and the new Asia-Africa Strategic Partnership, which details the actions that are to be taken to promote more cooperation in economic, health, food security, education and other areas.

President Xi Jinping of China pledged to provide places for 100,000 students and officials in Asia and Africa for education and training in his country over five years.

He put forward several principles, including to seek common ground and be open to one another’s views, expand South-South cooperation, and the closing of the North-South gap. He also mentioned the new Chinese initiatives of setting up the Asian Infrastructure Investment bank as well as a new fund to finance the activities of the Economic Silk Road and the Maritime Silk Road.

These initiatives by China were a reminder that with the growing wealth of China and some other emerging economies, there is now a real possibility for the developing countries to help one another in financing their own development.

A new trend in South-South ga­­therings is that criticism of the ways of the West in dominating the South is now combined with announcements of how the developing countries are organising various ways to rely more on one another, including creating new institutions.

In a speech representing the South Centre, I mentioned that we support the call by the Indonesian president to establish a new world order where the developing countries have an equal say and enjoy their fair share of the benefits.

In this new and more equitable world order, the developing countries will be able to contribute to the solutions to the multiple crises of global finance and economy, food security, unfulfilled social development, energy and climate change.

The developed countries will change their unsustainable patterns of production and consumption, and assist the developing countries through financial resources and technology transfer to embark on new sustainable development pathways.

South-South cooperation, based on solidarity and mutual benefits, will play an increasingly important role. There is much to be done politically and concretely in this area.

Bandung 1955 was a landmark event that launched many good developments for the newly independent countries.

Bandung 2015 could also prove to be a landmark event that catalyses further breakthroughs in South-South cooperation which, together with our better performance in multilateral relations, will implement the building of the new world order that our first generation of leaders were dreaming of.

As the Jakarta and Bandung events came to a close, Indonesian officials indicated that they will be undertaking follow-up actions after the Summit. It is important that concrete programmes are formulated, so that the good-intentioned declarations do not remain only on paper but spark new shoots of South-South cooperation.

Global Trends by Martin Khor

Martin Khor is executive director of the South Centre, a research centre of 51 developing countries, based in Geneva. You can e-mail him at director@southcentre.org. The views expressed here are entirely his own.

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Chinese President Xi Jinping has delivered a speech, with the aim of carrying on the Bandung Spirit and promoting the common development of the two vibrant continents.

Chinese president delivers speech at Asian-African Summit

Chinese President Xi Jinping delivers a speech at the Asian-African Summit 2015, where he joins leaders and representatives from around 100 countries and international organizations.

http://english.cntv.cn/2015/04/23/VIDE1429731957004413.shtml

Opening ceremony: Li giving a speech at the Asian-African Legal Consultative Organisation (AALCO) in Beijing. — AFP

Asian-African Legal Consultative Organisation was born at a historic moment, but struggles to deal with the present day issues.

LAST week, the Asian-African Legal Consultative Organisation (AALCO) held its annual session in the Chinese capital of Beijing.

Here’s a bit of the organisation’s background – with a focus on international law and legal matters of common concern, AALCO is the legacy of the Bandung Conference.

That historic conference in 1955, also known as the Asia-Africa Conference, led to the establishment of the Non-Aligned Movement during the Cold War.

Chinese President Xi Jinping, his wife Peng Liyuan, Indonesian Joko Widodo and his wife Iriana take part in a highly symbolic stroll with other Asian and African leaders to commemorate the historic 1955 Bandung Conference in Bandung, Indonesia, April 24, 2015. (Xinhua/Li Xueren)

More than 30 world leaders, including Prime Minister Datuk Seri Najib Tun Razak and Chinese President Xi Jinping, gathered in Indonesia this week for the 60th anniversary celebrations of the Bandung Conference.

Malaysia is one of the 47 member states of AALCO that has its headquarters in New Delhi, and the current AALCO secretary-general, Prof Dr Rahmat Mohamad, is a Malaysian.

“AALCO is not a political union. That is why it is not popular and people do not know of its existence,” said Dr Rahmat.

“We are a legal consultative body comprising legal experts from the Asian and African countries.”

AALCO deals with issues that affect the legal rights of its member states and highlights their views to the International Law Commission (ILC) and the Sixth Committee of the United Nations General Assembly.

It has also established permanent observer missions to the United Nations and set up regional arbitrary centres, one of which is in Kuala Lumpur.

Dr Rahmat, who was the deputy vice-chancellor of Universiti Teknologi Mara, won the election to the post in 2008. He is now serving his second four-year term.

“The regions of Asia and Africa have different political beliefs, culture and systems. But at the end of the day, we get the common concern and bring it to the attention of the ILC and UN,” he said.

“It was the vision of leaders like (Indonesia’s first president) Sukarno and (India’s first prime minister) Jawaharlal Nehru that newly independent countries must have their voices heard in international forums like the United Nations.

“When you have a body like AALCO, the other side will know what our concerns are.”

Using the Rome Statute of the International Criminal Court (ICC) as an example. Dr Rahmat said many Asian countries are not state parties to the treaty, but that does not mean that they are against the idea.

“It is good but a lot of issues have to be clarified and resolved first,” he said.

“The Penal Code in Malaysia, for instance, only has definition of crime, but not crime against humanity. How do you apply that in our system? We are not used to it, our judges and prosecutors are not used to it.”

The Rome Statute, which has been acceded to by 123 countries, established the ICC to investigate and prosecute four core international crimes, namely genocide, crime against humanity, war crimes and crime of aggression.

“There are issues that need to be resolved domestically first,” Dr Rahmat said.

“However, the politics of it are causing apprehension. My job is to continue to disseminate legal knowledge to make people aware.”

During the 54th annual session of AALCO here last week, delegates from the member states explored issues such as the deportation of Palestinians, the work of the United Nations Commission on International Trade Law (Investment Treaties), international law in cyberspace, environment and sustainable development, violent extremism and terrorism, and law of the sea.

As broad and complex as these topics may seem, Dr Rahmat said the works of AALCO are closely related to the people.

“We do not live in a vacuum. International law is part of every individual’s life,” he said.

“In addition to what is happening within our own country, we must also pay attention to matters in the world.”

Chinese Premier Li Keqiang, who officiated at the annual session, proposed a China-AALCO exchange and research programme on international law.

He said the initiative, to be funded by China, would help develop AALCO and promote co-operation in international rule of law.

In his speech, Li said Asia and Africa have a combined GDP of US$29 trillion (RM105 trillion), accounting for 37.5% of the global total. It is a 47-fold increase compared to that of 1970.

He also proposed the Asian and African countries to, among others, deepen exchanges and co-operation on international legal system, and work together to meet global non-traditional security challenges.

The session also commemorated the 60th anniversary of the Bandung Conference. Representatives who spoke during the event agreed that the Bandung Spirit of peaceful co-existence and solidarity is still very much relevant in today’s world.


 Check-in China by Tho Xin Yi

The views expressed are entirely the writer’s own.

China's revival of 600-year-old links in Asia, Africa, Europe and the Americas

 Malaysia and China have great plans for a 21st century version of an ancient trade route from China that reached as far as Europe and the Americas

Maritime trade between China and other countries dates back to the Qin and Han dynasties.

Merchant ships that departed from China sailed into the South China Sea carrying silk, porcelain ware, tea and other commodities.

The ancient trade route reached as far as Europe and the Americas, forging friendships and exchanges.

Today, China has a grand vision: to revive a 21st century version of this ancient maritime corridor by inviting countries from Asia, Africa, the Americas and Europe to come on board the present-day route.

According to an article in the Asia Weekly of China Daily, an English-language newspaper, the proposed 21st century Maritime Silk Road (MSR) begins in Quanzhou in Fujian province, moves on to Guangzhou in Guangdong province and Beihai in Guangxi Zhuang autonomous region, and then heads south to Hanoi, Vietnam.

Continuing south to Kuala Lumpur on the Strait of Malacca, the MSR joins Jakarta, Indonesia, crosses the Indian Ocean to Nairobi, Kenya, and then links with Colombo, Sri Lanka and Male, the Maldives.

China has taken many initiatives to promote the 21st century MSR since its president Xi Jinping first brought up the idea during his visit to Indonesia in October last year.

One of the most recent efforts was the Guangdong 21st Century Maritime Silk Road International Expo, which brought together more than 40 countries and regions to seek cooperation in the fields of economy, trade, tourism and culture.

Guangdong party secretary Hu Chunhua, during the opening ­ceremony of the expo in Dongguan, touted the 21st century MSR as a road of peace and friendship that brings about mutual cooperation and benefits.

He said Guangdong is a convenient transportation hub linking China with countries along the MSR.

“The inland provinces join the MSR and venture out to the world through Guangdong, while Guangdong is also the entry point for resources to come into China from the outside world,” he said of the strategic location of Guangdong.

In the past, Guangzhou, the capital of the southern province, was a major stop on the ancient trade route. Records show that close to 90 per cent of the merchant ships from the West docked at its Huangpu Port from 1685 to 1757.

The glory remains today, with Guangdong ranking first among all provinces in China in terms of economic output, trade volume and population.

Last year, both its gross domestic product and total imports and exports exceeded US$1 trillion.

Trade between Guangdong and Malaysia, China’s largest trading partner in Asean, stood at US$26.81 billion.

Tourism Malaysia chairman Dr Ng Yen Yen said Malaysia’s participation at the expo, the ­largest among all countries, reflected our readiness for greater collaboration and cooperation with countries along the MSR.

In her speech at a forum held ­during the expo, she said ties between both countries can be traced back to 600 years ago when Admiral Cheng Ho visited Malacca during his seven naval expeditions to the Western Ocean.

On the tourism front, Dr Ng proposed a multiple-destination cruise route along the 21st-MSR that will provide vast opportunities for multi­lateral economic cooperation.

Meanwhile, an Institute of Maritime Silk Road Tourism and Culture was established during the expo.

A collaboration between the Guangdong Tourism Board and the South China Normal University, the institute will be a platform for academic research and exchange on topics related to the Maritime Silk Road, such as tourism, culture, education and regional development.

By Tho XIn Yi The Star/Asia News Network

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Building the 21st Century Maritime Silk Road

Reflections on Maritime Partnership

The “Silk Road” is a general term used to geographically describe ancient Chinese exchanges between Asia, Europe and Africa in the areas of politics, economics and culture. Starting on land and developing on sea, the “Silk Road” is a vehicle of historic importance for the dissemination of culture. The ancient maritime Silk Road was developed under political and economic backgrounds and was the result of cooperative efforts from ancestors of both the East and West. China’s proposal to build a 21st Century Maritime Silk Road is aimed at exploring the unique values and concepts of the ancient road, enriching it with new meaning for the present era and actively developing economic partnerships with countries situated along the route. Specifically, the proposal seeks to further integrate current cooperation in order to achieve positive effects.

The ocean is the foundation and vehicle necessary to build a 21st Century Maritime Silk Road. It is China’s mission to understand the importance of building a Maritime Silk Road and take effective actions at present and for a certain period to come.

21st Century Maritime Silk Road from a Global Perspective

In the twenty-first century, countries have become more inter-connected by the ocean in conducting market, technological and information exchanges. The world is now in an era that values maritime cooperation and development. China’s proposal to build a Maritime Silk Road conforms with larger developments in economic globalization and taps into common interests that China shares with countries along the route. The goal is to forge a community of interest with political mutual trust, integrated economies, inclusive culture and inter-connectivity. The construction of a 21st Century Maritime Silk Road is a global ini-tiative that pursues win-win results through cross-border cooperation. It is thus of great importance to view it from the perspective of multi-polarization, economic globalization and the co-existence and ba-lancing of cooperation and competition.

Building a 21st Century Maritime Silk Road will help stimulate all-round maritime opening-up and benefit ASEAN and relevant countries.

Oceans contain a treasure trove of resources for sustainable development. China is currently at a critical stage in its economic reform process and must pay more attention to the ocean. As mentioned in the resolution of the Third Plenum, “[China] needs to enhance opening-up in coastal regions and boost the connectivity construction with neighboring countries and regions to spur all-round opening-up.”

The Maritime Silk Road of the 21st century will further unite and expand common interests between China and other countries situated along the route, activate potential growth and achieve mutual benefits in wider areas. The Maritime Silk Road will extend southward from China’s ports, through the South China Sea, the Straits of Malacca, Lombok and Sunda and then along the north Indian Ocean to the Persian Gulf, Red Sea and Gulf of Aden. In other words, the Road will extend from Asia to the Middle East, East Africa and Europe, and it will mainly rely on ASEAN countries. Building the Maritime Silk Road will connect China’s ports with other countries through maritime connectivity, intercity cooperation and economic cooperation. On the one hand, the Road will strengthen the economic basis for China to cooperate with countries along the route and better connect Europe and Asia. On the other hand, the Road will facilitate the development of the Regional Comprehensive Economic Partnership (RCEP), bringing benefits to China, ASEAN and other countries along the road.

The Maritime Silk Road will increase trust and regional peace and stability.

As the world’s economic and political center shifts towards the Asia Pacific, the region has stepped into a stage of geopolitics characterized by intersecting, overlapping and conflicting interests. By facilitating communication between countries along the road, the Maritime Silk Road will help build a community that represents the common concerns, interests and expectations of all countries. The community is expected to guide and support a peaceful and stable Asia Pacific landscape.

Moreover, the Maritime Silk Road will further bring together the “Silk Road Economic Belt,” the “Bangladesh-China-India-Myanmar Economic Corridor” and the “China-Pakistan Economic Corridor” that together connect Europe and Asia. Such connections will greatly enhance China and other countries’ abilities to develop economically while limiting external risks. The Maritime Silk Road will also enhance cooperation in non-traditional security areas while maintaining maritime security.

Maritime Partnerships Are the Key to Building the Maritime Silk Road

At a speech before the Indonesian parliament in 2013, President Xi Jinping stated that Southeast Asia has become an important hub for the maritime silk road and that China is willing to enhance maritime cooperation with ASEAN countries, boost maritime partnerships and build a 21st Century Maritime Silk Road. President Xi’s speech set forth a clear path for developing road. Enhancing maritime cooperation will be a priority task in building the Maritime Silk Road. The first step will involve China and countries along the route promoting pragmatic maritime cooperation.

Connecting multiple regions and uniting wide areas of co-operation, the tasks put forth in the 21st Century Maritime Silk Road will not be achieved in the immediate future. Instead, these tasks call for China and relevant countries to work in a step-by-step and practical manner. Building the Maritime Silk road will require diverse forms of cooperation. With a focus on economic cooperation, the Road will give consideration to all parties involved. It will be based on the existing cooperation mechanisms and platforms and be promoted by China and other countries along the route.

The 21st Century Maritime Silk Road will cover more than 20 countries and regions that share a broad consensus on enhancing exchanges, friendship, promoting development, safety and stability within the region and beyond. The Silk Road has already received positive responses and support from many relevant countries. Greek Prime Minister Antonidis Samaras, for example, made it clear that Greece will “support and actively participate in building the 21st Century Maritime Silk Road proposed by China.” The Road runs through a region that is sensitive to international strategy and has complex geopolitics. The countries in the region differ in size, development, history, religion, language and culture. Therefore, the 21st Century Maritime Silk Road will accommodate various countries’ demands and apply suitable policies to each country. Meanwhile, the Road must change and consolidate new patterns of cooperation.

China has been building friendships and partnerships with nei-ghboring countries and developing maritime partnerships with its ocean neighbors, providing a solid foundation for cooperation with ASEAN and countries in the region. The 21st Century Maritime Silk Road requires the following efforts: First, consensus must be reached between major countries along the route to enhance maritime cooperation. During high-level dialogues in recent years, the Chinese leadership made maritime cooperation an important topic of bilateral discussions and established the China-ASEAN and China-Indonesia Maritime Cooperation Fund. At the same time, China has actively promoted maritime cooperation between Southeast Asia, South Asia and African countries and established high-level mechanisms between various national maritime departments.

Second, countries must engage in pragmatic cooperation along the route in the areas of trade, the economy, culture and infrastructure. In 2012, the trade volume of countries along the route accounted for 17.9 percent of China’s total trade. The contracted turnover in countries along the route accounted for 37.9 percent of China’s overseas contracted turnover. People-to-people exchanges between China and ASEAN recently topped 15 million, while two-way students reached more than 170,000.

Third, countries along the route must engage in effective cooperation on ocean and climate change, marine disaster prevention and mitigation, biodiversity preservation and other areas of maritime policy. In 2010, the Indonesia-China Center for Ocean & Climate (ICCOC) was established. In 2013, the China-Thailand Climate and Marine Ecosystem Joint Lab were both launched. In 2012, the Chinese government set up a Marine Scholarship, and from that year onward, the scholarship will sponsor young people from developing countries in Southeast Asia, Africa and Latin America to obtain a master’s degree or doctorate in China to enhance the marine capabilities of their own countries.

Focusing on Developing Partnerships Along the Maritime Silk Road

The Maritime Silk Road is in line with the development of national economies and the improvement of welfare. China must follow the new perspectives on value, cooperation and development featuring equality, cooperation, mutual benefits, win-win results, inclusiveness and harmony. Guided by President Xi’s desire to “expand the scale of cooperation and gradually foster regional cooperation,” China must make use of its comparative advantages and promote communication, connectivity, trade flow, currency circulation and consensus among people. China needs to target common interests between countries along the road and map out long-term plans and execute its plans in a step by step manner.

The Road will connect the Pacific and Indian Oceans. China will focus on upgrading the China-ASEAN Free Trade Area and extending it to the coastal regions of the Indian Ocean, the Persian Gulf, the Red Sea and the Gulf of Aden. By virtue of connecting the China-Pakistan Economic Corridor, the “Bangladesh-China-India-Myanmar Economic Corridor” and the “Silk Road Economic Belt,” China will build an open, safe and effective maritime road that can facilitate trade, transportation, economic development and the dissemination of culture.

The Road will also make good use of the China-ASEAN Maritime Cooperation Fund and enhance pragmatic maritime cooperation. By prioritizing cooperation in inter-connectivity, the maritime economy, marine environmental protection and disaster prevention and mitigation, China aims to improve the welfare of countries along the route and share the benefits of the Maritime Silk Road.

The Road will also make use of existing bilateral and multilateral marine cooperation mechanisms and frameworks. By making use of the existing and effective marine cooperation platforms, China will improve the area’s marine partnership network, forge closer ties between countries along the route and finally create a cooperation landscape in which marine resources, industries and culture are all reasonably distributed and mutually reinforcing.

The construction of a 21st Century Maritime Silk Road the development of marine partnerships call for the following measures:

First, it will call for better marine connectivity. Infrastructure connectivity is the priority of the 21st Century Maritime Silk Road. Countries need to focus on building key pathways, points and major projects, and China needs to work with countries along the road to build marine infrastructure, improve law enforcement abilities, provide public goods of marine security and guarantee the security of marine pathways. China needs to support the construction of ports, wharves and information networks to ensure the open flow of goods and information. It must also enhance communication on marine cooperation policies to facilitate marine investment and trade.

Sea lane safety is the key to sustaining the development of the 21st Century Maritime Silk Road, while ports are the foundation of sea lane safety. Like posts along the ancient Silk Road, ports along the new Maritime Silk Road will act as “posts on sea” that handle cargo and resupply ships and people. Such “sea posts” also must provide safe and convenient sea lanes for all countries to make use of. These posts can either be built by individual countries or built with the help of China and other countries, or even be leased in other counties. The 21st Century Maritime Silk Road will thus able to cover and drive more countries to create “sea posts.”

Second, it will call for strong cooperation on marine economy and industry. Many countries along the route strategically exploit the ocean, develop their maritime economies and sustain marine development. Strengthening cooperation on marine economics and industry will help push forward modernization and promote the upgrading and optimization of industry. Such cooperation will better integrate China’s economy with those of countries along the route.

Closer cooperation in the marine industry will require domestic industrial restructuring according to market demands, require prioritized cooperation in marine fishery, tourism, desalination and marine renewable resources and require Chinese enterprises in this industry to go global. China encourages enterprises with intellectual property and sophisticated desalination technology, marine renewable resources and marine bio-pharmaceutical technology to invest and build their own businesses in countries along the route.

Relying on existing Economic and Trade Cooperation Zones between China and other countries, as well as marine demonstration zones in Tianjin, Shandong, Zhejiang, Fujian and Guangdong, the government will play a leading role in the initial stages, guide enterprises with mature technologies in iron and steel, shipbuilding, fishery and aq-uaculture to establish production bases and extend industrial chains to countries with rich resources and huge demand.

China needs to work with countries along the route to facilitate regional cooperation, building industrial parks, enhancing investment and cooperation in the marine industry, building marine economic demonstration zones, marine technology parks, economic and trade cooperation zones and marine training bases. Through such industrial cooperation, China will forge an investment cooperation platform in which Chinese enterprises can gain international competitiveness and participate at a higher level of the industrial echelon.

China needs to build a cooperation belt to enhance the marine industry and set up cooperation networks to facilitate marine tourism. A sustainable Maritime Silk Road will not be achieved without the help of port economic zones. As a result, China must develop its port economic zones and free trade zones to provide a platform for the Maritime Silk Road. China will focus on eliminating systematic and mechanistic barriers, lowering market thresholds and facilitating the opening-up of major areas.

Third, it will call for all-round cooperation in marine fields. In recent years, non-traditional security issues such as piracy, maritime terrorism, cross-border crimes and maritime disasters have loomed large. Countries along the route share a common interest in addressing these problems. Naturally, fighting against non-traditional security challenges will become an important part of the Maritime Silk Road. As such, China must promote exchanges and cooperation between countries along the route in the areas of marine technology, environmental protection, marine forecasting and rescue, disaster prevention and the mitigation and climate change.

Putting the “Marine Technology Partnership Plan” into practice. Based on existing marine cooperation centers and observation platforms, China will focus on promoting marine technology cooperation networks and building the China-ASEAN Marine Cooperation Center, the Indonesia and China Center for Ocean and Climate, the China-Thailand Climate and Marine Ecosystem Joint Lab, the China-Pakistan Joint Marine Center, the China-Sri Lanka Marine and Coastal Zone Joint Research Center and other ocean stations.

Building “marine ecological partnerships.” By paying more atten-tion to an ecological civilization, China needs to enhance cooperate with countries along the route to build a green Silk Road that addresses the marine ecological environment and climate change. China must set up an effective dialogue mechanism, map out major projects in which all parties can get involved and make comprehensive plans for regional ecological and environmental protection. China must work more closely with Southeast Asia and South Asia to protect biodiversity, build a cross-border bio-diversity corridor and establish marine conservation areas.

Conducting the regional marine research. By building cooperation networks for marine disaster preparedness, providing marine forecasting products and releasing marine disaster warnings, China will increase marine benefits for relevant countries.

Fourth, it will call for expanding cooperation in marine culture. Marine culture is the foundation of building a 21st Century Maritime Silk Road. When talking about the Silk Road Economic Belt, President Xi has stated that “amity between people holds the key to sound relations between states.” He also highlighted the importance of “common aspirations,” given that the Silk Road will be supported by countries only if it is able to benefit people. China will inherit and pro-mote friendly cooperation along the Maritime Silk Road and develop a proposal with international consensus so that marine cooperation and partnerships will be firmly supported.

The plan will also call on countries to increase marine awareness and achieve common aspirations. China needs to make full use of the geopolitics and culture of Maritime Silk Road to promote exchanges in marine culture, tourism and education to make the Road a key link for friendly exchanges. By “going global” and “going local” at the same time, China needs to carry out exchanges and cooperation in marine culture, in areas such as cultural or art exchanges, archaeological exchanges, marine tourism cooperation, education and training.

China will guide and encourage the community to conduct various cultural exchanges and offer tours and products with distinct Silk Road features. In such a way, China will be able to expand the cultural influence of the Maritime Silk Road, push the Road into the new century and promote general marine cultural diversity.

Conclusion

On June 20, 2014, Premier Li Keqiang spoke at the China-Greece Marine Cooperation Forum, stating, “We stand ready to work with other countries to boost economic growth, deepen international cooperation and promote world peace through developing the ocean, and we strive to build a peaceful, cooperative and harmonious ocean.” China’s proposal to build a 21st Century Maritime Silk Road suits the current era and is characterized by peace, development, cooperation, innovation and opening-up. With the goal of building a harmonious ocean, the proposal rests on opening-up and innovation and aims to achieve “harmony between humans and the ocean, peaceful development, safety and convenience, cooperation and win-win results.” A 21st Century Maritime Silk Road will enhance cooperation between China and other countries, increase mutual trust, create a stable environment for cooperation and bring new opportunities for regional stability and prosperity.

by Liu Cigui
China Institute of International Studies

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Xi suggests China, C. Asia build Silk Road economic belt · Chinese President Xi Jinping ... China, Maldives share dream of 21st Century Maritime Silk Road.

Malaysian Minister admits poor education system, students are below par

Minister admits poor education system, says blueprint is the answer

Education Minister II Datuk Seri Idris Jusoh has admitted that Malaysia's education system was below par as shown in global rankings, and cited Putrajaya's National Education Blueprint as the solution.

“It is vital to assess and compare our education system against the international standards. Out of 74 countries, Malaysia ranked in the bottom third in the Programme for International Student Assessment (Pisa) 2009+.

"This is below the international and OECD average,” said Idris, referring to member states in the Organisation for Economic Co-operation and Development.

“Primary and secondary school education standards need to improve, particularly so in bridging the gap between urban and rural areas... at the higher education level, we continue to face challenges mainly in the area of graduates' ability to be employed,” Idris (pic) said in his speech at the 18th Malaysian Education Summit in Petaling Jaya, today.

Idris said the Education Blueprint, launched in September last year and formulated with the help of 55,000 stakeholders, would benefit Malaysia as international education standards continued to rise.

He added that another blueprint for the higher education sector was currently being prepared to among others, to empower university governance, democratise access to higher education and improving employability of graduates.

He also said a “war room” was being planned to ensure that the higher education blueprint, to be launched by year's end, would be carried out smoothly.

"I know the responsibility is great, I cannot shoulder the burden alone. But we must keep on listening, we have to keep deliberating to ensure that Malaysian education is at par ‎at least with other countries.

“But that's not good enough for me.‎ I want Malaysian education to be better than other countries in the world,” Idris told some 200 delegates comprising academics and education stakeholders.

On Tuesday, the annual QS University Rankings: Asia 2014 revealed that Malaysian universities lagged behind those from neighbouring Singapore and Hong Kong.

The National University of Singapore topped the list of Asian countries, but the University of Malaya was placed at the 32nd spot. Other local universities in the top 100 include Universiti Kebangsaan Malaysia in the 56th place, Universiti Sains Malaysia (57), Universiti Teknologi Malaysia (66) and Universiti Putra Malaysia (76).

Malaysian public universities last month were left out of the latest ranking of the annual Times Higher Education (THE) Top 100 Universities under 50 years old.

Four Asian universities were ranked among the top 10 of the world’s young universities, including South Korea's Pohang University of Science and Technology which took the top spot, Korea Advanced Institute of Science and Technology (3), Hong Kong University of Science and Technology (4) and Nanyang Technological University, Singapore (5).

Malaysia, however, failed to get on the list for the second year running. In the first rankings list in 2012, Universiti Kebangsaan Malaysia (UKM) was ranked 98th.

Malaysia was also absent from the Times Higher Education World Reputation rankings list which was released in March, losing out to other Southeast Asian countries.

Malaysia's continuous failure to feature in any university rankings despite a huge education budget every year has not gone down well with the opposition, which has taken Putrajaya to task for the miserable performance.

The Education Ministry received RM38.7 billion in 2013 and has been allocated a total of RM54 billion this year – the biggest allocation yet.

Contributed BY ANISAH SHUKRY, The MalysianInsider

Malaysian students are below par, says Idris

Malaysian students are below par when compared with their contemporaries in other countries, acknowledged Education Minister II Datuk Seri Idris Jusoh.

Although literacy rates were rising in Malaysia, it was vital to assess and compare the Malaysian education system against international standards, he added.

“Out of 74 countries, Malaysia ranked in the bottom third in the Programme for Interna­tional Student Assessment (Pisa) 2009+. This is below the international and OECD (Organisation for Economic Co-operation and Development) average,” he said during the 18th Malaysian Education Summit yesterday.

“Primary and secondary school education standards need to improve, particularly so in bridging the gap between urban and rural areas. Though Malaysia has achieved commendable results in terms of providing access, we have to now ensure that access comes together with quality education of international standards.”

Meanwhile, at the higher education level, he said that the challenge was producing knowledgeable, competent and globally competitive human capital.

“Employers in Malaysia face a major problem when it comes to having fresh graduates fill out vacancies,” he said, citing poor command of English as one of the reasons.

The solution to this is the Malaysia Education Blueprint (MEB) 2012-2025, which was launched last September, as well as the soon-to-be-released National Education Blueprint for Higher Education 2015-2025 (Higher Education Blueprint).

Idris said the MEB offered a vision of the education system and students’ aspirations that Malaysia both needed and deserved and outlined 11 strategic and operation shifts that would be required to achieve that vision.

“The need for the Education Blueprint is justified in the context of raising international standards; the government aspiration of better preparing Malaysian children for the needs of the 21st century; and increased public and parental expectations of education policy,” he said.

“We have had international experts from the World Bank, Unesco, and OECD to work with our national partners to evaluate the performance of our national education system in the development process of the Education Blueprint. Overall, more than 55,000 stakeholders were consulted in its formulation.”

“The Higher Education Blueprint will also be introduced in order to ensure consistency with the primary and secondary education system, and allow for seamless progression in terms of educational offerings, opportunities and advancement,” he added.

The Higher Education Blueprint will address challenges such as empowering university governance, democratising access to higher education and improving graduate employability.

contribute by Jeannette Goon The Star/Asia News Network

Here's The New Ranking Of Top Countries In Reading, Science, And Math:

The OECD is out with new global rankings of how students in various countries do in reading, science, and math. Results of the full survey can be found and delved into here.

You can see below how Asian countries are obliterating everyone else in these categories.

The United States, meanwhile, ranks below the OECD average in every category. And as the WSJ notes, the US has slipped in all of the major categories in recent years:

The results from the 2012 Program for International Student Assessment (PISA), which are being released on Tuesday, show that teenagers in the U.S. slipped from 25th to 31st in math since 2009; from 20th to 24th in science; and from 11th to 21st in reading, according to the National Center for Education Statistics, which gathers and analyzes the data in the U.S.

Here are the top countries

Sources: Business Insider.com
 
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Always in sight, forever in my heart

Related posts:

• Asian students dominate global exam; Are Chinese cheating PISA or are we cheating sourselves?

• Malaysia, US, UK and Australia lag in global education rankings as China and Asian countries rise to the top

Asian students dominate global exam; Are the Chinese cheating in PISA or are we cheating ourselves?

Memento: In this file photo, parents take pictures of their children outside a high school in Beijing after they finished their national college exams. — AP

AS a ninth-grader, Shanghai’s Li Sixin spent more than three hours on homework a night and took tutorials in Mathematics, Physics and Chemistry on the weekends.

When she was tapped to take an exam last year given to half a million students around the world, Sixin breezed through it. “I felt the test was just easy,” said Sixin, who was a student at Shanghai Wenlai Middle School at the time and now attends high school.

The long hours which focused on schoolwork — and a heavy emphasis on test-taking skills — help explain why young students like Sixin in China’s financial hub once again dominated an international test for 15-year-olds called the Programme for International Student Assessment (Pisa).

Students from Hong Kong, Singapore, Taiwan, South Korea and Japan — all from Asia — were right behind. In the wealthy city of Shanghai, where affluent families can afford to pay for tutors, the results are not representative of China overall, although they are ranked as a group alongside national averages for countries such as the United States and Japan.

Still, they are indicative of education trends in China and elsewhere in Asia — societies where test results determine entrance into prestigious universities and often one’s eventual career path.

Shanghai scored an average of 613 on Maths, as compared with the nearest rival Singapore (573), and the global average of 494. Hong Kong ranked third in Maths, scoring 561, while Japan was ranked seventh and scored 536. The test is given every three years.

In China, educators say hard work is key to their students’ impressive showing. “They listen carefully in the class and do their homework,” said Bai Bing, the headmaster of Sixin’s school, where about 40 students were chosen to take the global test.

Still, Chinese educational experts say the results are at most partial and covers up shortcomings in creating well-rounded, critical thinking individuals. “This should not be considered a pride for us because overall, it still measures one’s test-taking ability. You can have the best answer for a theoretical model but can you build a factory on a test paper?” asked Xiong Binqi, a Shanghai-based scholar on education.

“The biggest criticism is that China’s education has sacrificed everything else for test scores, such as life skills, character building, mental health, and physical health,” said Xiong.

“Shanghai is an exception, and it is by no means representative of China,” said Jiang Xueqin, deputy principal at the High School Attached to Tsinghua University in Beijing. “It’s an international city where its residents pay great attention to education and where there are many universities.”

Affluent Shanghai parents annually spend an average of 6,000 yuan (RM3,190) on English and Math tutors and 9,600 yuan (RM5,100) on weekend lessons.

Shanghai Normal University president Zhang Minxuan said Pisa does not measure students’ social abilities, physical health and aesthetics, and he cautioned against extrapolating to the rest of the country.

“Shanghai students’ top placement in Pisa is no proof of equal development of education in China,” he said, as reported by Shanghai Education News. “There’s no denying, China’s education still has a long way to go.”

By Didi Tang — AP
  
Are the Chinese cheating in PISA or are we cheating ourselves?

Andreas Schleicher

Whenever an American or European wins an Olympic gold medal, we cheer them as heroes. When a Chinese does, the first reflex seems to be that they must have been doping; or if that's taking it too far, that it must have been the result of inhumane training.

There seem to be parallels to this in education. Only hours after results from the latest PISA assessment showed Shanghai's school system leading the field, Time magazine concluded the Chinese must have been cheating. They didn't bother to read the PISA 2012 Technical Background Annex, which shows there was no cheating, whatsoever, involved. Nor did they speak with the experts who had drawn the samples or with the international auditors who had carefully reviewed and validated the sample for Shanghai and those of other countries.

Others were quick to suggest that resident internal migrants might not be covered by Shanghai's PISA sample, because years ago those migrants wouldn't have had access to Shanghai's schools. But, like many things in China, that has long changed and, as described by PISA, resident migrants were covered by the PISA samples in exactly the way they are covered in other countries and education systems. Still, it seems to be easier to cling to old stereotypes than keep up with changes on the ground (or to read the PISA report).

True, like other emerging economies, Shanghai is still building its education system and not every 15-year-old makes it yet to high school. As a result of this and other factors, the PISA 2012 sample covers only 79 per cent of the 15-year-olds in Shanghai. But that is far from unique. Even the United States, the country with the longest track record of universal high-school education, covered less than 90 per cent of its 15-year-olds in PISA – and it didn't include Puerto Rico in its PISA sample, a territory that is unlikely to have pulled up US average performance.

International comparisons are never easy and they are never perfect. But anyone who takes a serious look at the facts and figures will concede that the samples used for PISA result in robust and internationally comparable data. They have been carefully designed and validated to be fit for purpose in collaboration with the world's leading experts, and the tests are administered under strict and internationally comparable conditions. Anyone who really wants to find out can review the underlying data.

Short of arguments about methodology, some people turn to dismissing Shanghai's strong performance by saying that Shanghai's students are only good on the kind of tasks that are easy to teach and easy to test, and that those things are losing in relevance because they are also the kind of things that are easy to digitise, automate and outsource. But while the latter is true, the former is not. Consider this: Only 2 per cent of American 15-year-olds and 3 per cent of European ones reach the highest level of math performance in PISA, demonstrating that they can conceptualise, generalise and use math based on their investigations and apply their knowledge in novel contexts. In Shanghai it is over 30 per cent. Educators in Shanghai have simply understood that the world economy will pay an ever-rising premium on excellence and no longer value people for what they know, but for what they can do with what they know.

PISA didn't just test what 15-year-olds know in mathematics, it also asked them what they believe makes them succeed. In many countries, students were quick to blame everyone but themselves: More than three-quarters of the students in France, an average performer on the PISA test, said the course material was simply too hard, two-thirds said the teacher did not get students interested in the material, and half said their teacher did not explain the concepts well or they were just unlucky. The results are very different for Shanghai. Students there believe they will succeed if they try hard and they trust their teachers to help them succeed. That tells us a lot about school education. And guess which of these two countries keeps improving and which is not? The fact that students in some countries consistently believe that achievement is mainly a product of hard work, rather than inherited intelligence, suggests that education and its social context can make a difference in instilling the values that foster success in education.

And even those who claim that the relative standing of countries in PISA mainly reflects social and cultural factors must concede that educational improvement is possible: in mathematics, countries like Brazil, Turkey, Mexico or Tunisia rose from the bottom; Italy, Portugal and the Russian Federation have advanced to the average of the industrialised world or close to it; Germany and Poland rose from average to good; and Shanghai and Singapore have moved from good to great. Indeed, of the 65 participating countries, 45 saw improvement in at least one subject area. These countries didn't change their culture, or the composition of their population, nor did they fire their teachers. They changed their education policies and practices. Learning from these countries should be our focus. We will be cheating ourselves and the children in our schools if we miss that chance.

International comparisons are never easy and they aren't perfect. But PISA shows what is possible in education, it takes away excuses from those who are complacent, and it helps countries see themselves in the mirror of the educational results and educational opportunities delivered by the world's leaders in education.
The world has become indifferent to tradition and past reputations, unforgiving of frailty and ignorant of custom or practice. Success will go to those individuals, institutions and countries which are swift to adapt, slow to complain and open to change. And the task for governments is to help citizens rise to this challenge. PISA can help to make that happen.

Andreas Schleicher is deputy director for Education and Skills, and special adviser on education policy to the OECD's Secretary General.

In response to criticisms and questions regarding the validity of high scores achieved by 15-year-olds from Shanghai, China, in the recent PISA assessment, he posted this article to the OECD's education blog http://oecdeducationtoday.blogspot.fr/.

Sources: The Sydney Morning Herald

Related post:
 Malaysia, US, UK and Australia lag in global education ranking as China and Asian countries rise to the top

Malaysia, US, UK and Australia lag in global education rankings as China and Asian countries rise to the top

 Malaysia students score below global average

PETALING JAYA: Malaysian students have scored below the global average under the Programme for International Student Assessment (Pisa) 2012.

According to the results released by the Organisation for Economic Cooperation and Development (OECD), Malaysia scored 421 in Mathematics, 398 in Reading and 420 in Science respectively.

The results achieved in the latest survey showed Malaysia was below the global average score of 494 in Mathematics, 496 in Reading and 501 in Science.

Based on the mean score for 2012, Malaysia is still placed in the bottom third, ranking 52 out of 65 countries, and 55 out of 74 countries in the 2009 survey.

In 2009, Malaysia scored 404 in Mathematics, 414 in Reading and 422 in Science.

Pisa is administered by the OECD every three years on 15-year-olds in both OECD and non-OECD countries and offers students questions in the main language of instruction in their respective countries. Each round focuses on one area of either Reading, Mathematics or Science.

The assessments have been conducted since 2000, with Malaysia taking part for the first time in 2009.

Currently, Malaysian students are at the bottom one-third among more than 70 countries in international assessments like Timms (Trends in International Mathe­mathics and Science Studies) and Pisa. The Malaysia Education Blueprint has set the goal for Malaysia to be in the top third of countries participating in Pisa and Timms by 2025.

 Contributed by Kkang Soon Chen The Star/Asia News Network

US students lag in global education rankings as Asian countries rise to the top

By Daniel Arkin, Staff Writer, NBC News

Students in the United States made scant headway on recent global achievement exams and slipped deeper in the international rankings amid fast-growing competition abroad, according to test results released Tuesday.

American teens scored below the international average in math and roughly average in science and reading, compared against dozens of other countries that participated in the 2012 Program for International Student Assessment (PISA), which was administered last fall.

Vietnam, which had its students take part in the exam for the first time, had a higher average score in math and science than the United States. Students in Shanghai — China's largest city with upwards of 20 million people — ranked best in the world, according to the test results. Students in East Asian countries and provinces came out on top, nabbing seven of the top 10 places across all three subjects.

U.S. Education Secretary Arne Duncan characterized the flat scores as a "picture of educational stagnation."

"We must invest in early education, raise academic standards, make college affordable, and do more to recruit and retain top-notch educators," Duncan said.

Roughly half a million students in 65 nations and educational systems representing 80 percent of the global economy took part in the 2012 edition of PISA, which is coordinated by the Paris-based Organization for Economic Cooperation and Development, or OECD.

The numbers are even more sobering when compared among only the 34 OECD countries. The United States ranked 26th in math — trailing nations such as the Slovakia, Portugal and Russia. What’s more, American high school students dropped to 21st in science (from 17th in 2009) and slipped to 17th in reading (from 14th in 2009), according to the results.

“These numbers are very discouraging,” Eric A. Hanushek, an expert on educational policy and a Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University, told NBC News. “They say that we have to work more seriously at trying to raise the performance that leads to these scores.”

The exam, which has been administered every three years to 15-year-olds, is designed to gauge how students use the material they have learned inside and outside the classroom to solve problems.

U.S. scores on the PISA have stayed relatively flat since testing began in 2000. And meanwhile, students in countries like Ireland and Poland have demonstrated marked improvement — even surpassing U.S. students, according to the results.

"It's hard to get excited about standing still while others around you are improving, so I don't want to be too positive," Jack Buckley, commissioner of the National Center for Education Statistics, told the Associated Press.

Duncan said the results were at "odds with our aspiration to have the best-educated, most competitive work force in the world."

The scores are likely to reopen a long-simmering political debate about the state of education in America as economically ascendant nations like China eclipse U.S. students' performance.

American students historically have ranked low on international assessments, owing to a range of social and economic factors — from skyrocketing rates of child poverty to sheer population diversity. Nearly 6,100 American students participated in this round of testing.

"Socio-economic background has a significant impact on student performance in the United States, with some 15% of the variation in student performance explained by this, similar to the OECD average," according to a PISA summary of U.S. performance. "Although this impact has weakened over time, disadvantaged students show less engagement, drive, motivation and self-beliefs."

Shanghai students also dominated the PISA exam in 2009, according to the AP.

Tom Loveless, a senior fellow at the Brookings Institution, told the wire service that the educational system in that city is not equitable — and the students tested are progeny of the elite because they are the only ones permitted to attend municipal schools due to restrictions that, among other things, prohibit many migrant children.

"The Shanghai scores frankly to me are difficult to interpret," Loveless told the wire service. "They are almost meaningless."

Buckley told the AP that U.S. officials have not encountered any evidence of a "biased sample" of students administered the exam in Shanghai. He said if the whole country was included, it is unclear what the results would show.

Hanushek told NBC News that the performance of Asian teens says a great deal about the modern mindset of the Far East.

“These East Asian countries are hungry,” Hanushek said. “They have the view that improving their lives and improving their future depends on education.”

And the U.S., he added, has grown too accustomed to leading the world in knowledge that it may have lost its edge.

“We have the strongest economy in the world. But everybody is too complacent,” Hanushek said.
The test is premised on a 1,000-point scale. Here's a sampling of the leading findings:

— In math, the U.S. average score was 481. Average scores ranged from 368 in Peru to 613 in Shanghai. The global average was 494.

— In science, the U.S. average score was 497. Average scores ranged from 373 in Peru to 580 in Shanghai. The global average was 501.

— In reading, the U.S. average score was 498. Average scores ranged from 384 in Peru to 570 in Shanghai. The global average was 496.

Students from all states were tested. For the first time, three states — Massachusetts, Connecticut and Florida — elected to boost participation in PISA to get more state-specific data.

Average scores from Massachusetts rose above the international average in all three subject areas.

Connecticut students scored on average near the global average in math and higher than the global average in science and reading. Florida students on average scored below the global average in math and science and near the global average in reading, according to the AP.

The Associated Press contributed to this report.

PISA Results Show UK Students Lagging Behind Rest Of The World

 - The Huffington Post UK/PA

UK teenagers and students are lagging far behind their peers across the world as the country fails to improve its performance in reading, maths and science, a major international report reveals.

Young adults in Singapore, Estonia and Slovenia are storming ahead, despite the UK spending more than average on education. There has been "no change" in the country's abilities in the basics, according to the latest results from the Programme for International Student Assessment (PISA) study 2012.

The UK was in 26th place for maths, 23rd for reading and 21st for science, it found.

More than half a million 15-year-olds from 65 countries took part in the Organisation for Economic Co-operation and Development's (OECD) study last year, which assesses how students could use their knowledge and skills in real life, rather than just repeating facts and figures.

The findings show that the UK's average score for maths was 494 and in reading it was 499, broadly the same as the OECD averages for the subjects and putting the country on a par with nations such as the Czech Republic, France,and Norway.

In science, the UK's teenagers scored 514 points, above the OECD average and similar to results in Australia, Austria, Ireland, New Zealand and Slovenia.

But it also leaves the UK lagging far behind leading nations including Shanghai in China, Singapore, Hong Kong, Korea and Japan in each of the areas tested.

The OECD concluded that across all three subjects the UK's average performance in maths has remained unchanged since the PISA tests in 2006 and 2009.

Andreas Schleicher, special adviser to the OECD's secretary-general, said: "The relative standing and the absolute standing of the UK is really unchanged."

He added: "In essence you can say that the UK stands where it stood in 2009."

The results come despite major investment in education in the UK.

The study found that the UK spends more per head on education than the average across OECD countries, at around £59,889 per student between the ages of six and 15. The OECD average is £50,951.

It says that expenditure per student can explain about 30% of the difference in average maths results between countries, but that moderate or high spending per pupil does not automatically equate to particularly high or low performance in the subject.

The report shows that around one in eight (12%) of UK teenagers are considered "top performers" in maths scoring the highest results, this is a similar proportion to the OECD average. Around nine percent were top performers in reading, while 11% fell into this category in science.

And more than a fifth (22%) were "low performers", compared to the OECD average of 23%, meaning that at best they can solve simple maths problems. Around 15% were low performers in reading, along with 15% in science.

The results also showed that students from an immigrant background in the UK perform as well in maths as other students, whereas in many other OECD countries they score significantly lower.

It adds that UK students are generally positive about school, but like those in many other countries they are less positive about learning maths.

Mr Schleicher said that the latest PISA results could not be used to judge the Coalition Government's education reforms, saying "you couldn't possibly see anything of what's been done in the last couple of years."

Education Secretary Michael Gove said: "These poor results show the last government failed to secure the improvements in school standards our young people desperately need.

"Labour poured billions of pounds into schools and ratcheted up exam grades - yet our education system stagnated and we fell behind other nations."

He added that the performance "underlines the urgent need for our reforms".

Shadow education secretary Tristram Hunt said: "The PISA report is a big wake-up call. Eastern dominance centres on the importance that these high performing education systems place on the quality and status of the teaching profession as the central lever for driving up standards.

"This report exposes the failings of this Government's schools policy: a policy that has sent unqualified teachers into the classroom and prevented effective collaboration between schools."

Australian students slipping behind in maths, reading: OECD report

Video: Christopher Pyne says the results are a 'serious wake-up call' (ABC News)

Photo: The report shows Australian high school students are slipping further behind on maths, science and reading. (AFP: Anne-Christine Pouloulat, file photo)

Related Story: Labor refuses to back own move to cut university funding by $2.3b

Related Story: Pyne hails 'national model' after backflip on Gonski funding

Related Story: Abbott to honour Gonski school funding deals

Map: Australia

A new report comparing Australian high school students with 65 other countries shows the nation is slipping further behind in maths and reading skills.

The 2012 Programme for International Student Assessment (PISA) measures the mathematics, reading and science skills of half a million 15-year-olds from around the world.

It found Australian teens placed equal 17th in maths, equal 10th in reading and equal 8th in science.

Asian countries like China, Singapore, Korea and Japan are pulling ahead of Australian students in maths and reading.

The results show Australian students are slipping in maths performance by about a half a year of schooling compared to 10 years ago.

How the states/territories rated:

	Maths	Science	Reading
ACT	518	534	525
NSW	509	526	513
VIC	501	518	517
QLD	503	519	508
SA	489	513	500
WA	516	535	519
TAS	478	500	485
NT	452	483	466
AUST	504	521	512
Shanghai	613	580	570

The decline was stronger in girls than boys, with girls dropping to the Organisation for Economic Co-operation and Development (OECD) average.

The report also found a wide gap between students in different parts of the country.

Tasmania and the Northern Territory lagged well behind other states in all three areas.

About 14,500 Australian students from 775 schools were measured in the assessment, which was conducted by the Australian Council for Educational Research (ACER) for the OECD.

ACER's director of educational monitoring and research, Dr Sue Thomson, says gender, Indigenous status and socio-economic status still divide student outcomes.

Australian students from a wealthy background show a difference of about two-and-a-half years of schooling compared to a student from the lowest socio-economic group.

Questionnaire responses have also found girls hold a much more negative view about maths.

"Australia has slipped backwards to the type of gender disparity that was seen decades ago, and the performance scores of girls coupled with a number of particularly negative motivational attitudes puts Australia further away from providing all students with the same educational opportunities," Dr Thomson said.

Indigenous students are on average performing significantly worse than non-Indigenous students, a difference of about two-and-a-half years of schooling or more in maths, science and reading.

Your say: Read what you had to say about this article in our Storify.

Ms Thomson also raised concerns that more than two-fifths of students failed to reach base proficiency levels in maths.

"These are the levels at which the Ministerial Council set as not really ambitious goals but achievable goals for a country such as Australia and for a large proportion of students not to be achieving those results is quite a worry," she said.

Twelve other countries also showed declines in maths literacy over 10 years, with the largest decline occurring in Sweden, then Finland, New Zealand, Iceland then Australia.

See how the countries compare in the latest results:

Rightways ‏@rightwaystan

Education performance map http://public.tableausoftware.com/shared/6CBSYTXH3?:display_count=no … via @tableau

Embed: Map of educational performance, December 4 2013  

Results back Government's plan to focus on teachers, says Pyne

Education Minister Christopher Pyne says the results are a bad report card on Labor's years in office.

Video: Kevin Donnelly from the Education Standards Institute says he is not surprised by the results. (ABC News)

"In that period our results dramatically declined," he said.

"These are the worst PISA results since PISA began in 2000.

"They are demonstrably worse than anything that ever occurred under the Coalition government. They are a serious wake up call for the Australian education system."

He says the report's findings vindicate the Coalition's plan to focus on teacher quality.

Prime Minister Tony Abbott says the Government has fixed the school funding issue and school standards are the key to lifting rankings.

"We've got the funding sorted out. We need to have a debate about better school performance, about more principal autonomy, about more parental involvement, about more community engagement and above all else, about higher standards and that can now happen," he said.

Don’t panic about PISA

Simple country comparisons on a single assessment provide little guidance for policy development and should be viewed with caution, writes Jennifer Buckingham.

Federal Opposition Leader Bill Shorten has used the report to intensify pressure on the Government to adopt all of Labor's Gonski schools plan.

The Federal Government will go ahead with Labor's Gonski plan from next year but will only commit to four years of funding.

Mr Shorten says it needs to get on board for the full six years.

"It's time to implement Gonski in full. It's time to stop the political games and bandaid solutions and get on board giving the next generation of Australians the best start in life."

Opposition Education spokeswoman Kate Ellis says the figures are worrying.

"We have always conceded that the system has been broken, that the old Howard-style system is broken, which is why the Labor government went through the biggest reform of our school system in 40 years and why the Abbott Government now cannot afford to toss it aside."

Scribd: PISA 2012 Assessment and Analytical Framework

Kevin Donnelly from the Education Standards Institute says he is not surprised by the results.

"We have in fact been in trouble, if you like, for many, many years.

"We have trouble with disruptive classrooms...[and] we don't allow our teachers to mentor one another and to help one another. In places like Singapore, they actually respect teachers, children respect teachers, they are well-resourced.

"They have a lot more time to learn from one another and to improve classroom practice."
He says the debate is not only about funding.

"Money is important, but it gets back to a rigorous curriculum, effective teaching practice, good teacher training - so there are a few things we can look at there."

Results back push for needs-based funding model: Greens

The Greens say Australia's results in the report should put more pressure on the Government to adopt a needs-based school funding model.

Senator Penny Wright has attacked the deals the Government struck with Queensland, Western Australia and the Northern Territory on Monday for more school funding.

She says those deals ditch the so-called Gonski funding model in favour of a "no-strings-attached" model.

Video: ACER director Dr Sue Thomson speaks to Lateline (Lateline)

 

"It's not just the quantity of money handed out to the states, it's the way that money is spent," Senator Wright said in a statement.

"If that money doesn't get to the most disadvantaged students, Australia will continue to decline on an international scale."

The Australian Education Union says the widening gaps vindicate the predictions of the Gonski review.

"This must be a wake-up call to the Abbott Government," deputy federal president Correna Haythorpe said in a statement.

"They have consistently refused to embrace the Gonski recommendations for more equitable funding arrangements.

"Amid the constant backflips and chaos, it remains impossible to determine whether they even care about the inequity in education and the social and economic cost of it.

"The Government must make a full six-year commitment to the more equitable funding arrangements contained in the Gonski law and agreements if schools are to be given the resources and time required to lift achievement levels and break the connection between disadvantage and poor outcomes."

PISA in Brief 2012

http://www.scribd.com/doc/188865848/PISA-in-Brief-2012

China's education system could be model for other countries


http://player.cntv.cn/standard/cntvOutSidePlayer.swf?videoCenterId=806efeb522434775af811976bb0c6dd2&tai=outSide.english&videoId=20131206100648

A global education survey has revealed that when it comes to mathematics, reading and science, young people in Shanghai are the best in the world. The findings are part of the 2012 Program for International Student Assessment or PISA. Full story >>

For more on this, we are joined by Wang Yan, Director of the Department of International Communication at the National Institute of Education Sciences.

1. Good evening. It’s not unusual to see Chinese students ace an exam. But do you think training children to be good at taking tests at a young age is a good strategy, or something that should be changed?

2. There was criticism from experts of China’s basic schooling system. But as Chinese students continue to excel internationally, do you think other countries will begin adopting parts of China’s educational model?

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