SIBU: The Federal Government is obligated to accept letters that are written in English in official communications from Sarawak, says state Deputy Public Health, Housing and Local Government Minister Michael Tiang.
“The Federal Government, in fact, has a duty to entertain English letters from Sarawak for official communications, as the National Language Act 1963/67 was never extended to Sarawak,” he said in a statement yesterday.
“Sarawakians are therefore free to opt to use English or Malay for letters to federal government departments since both languages are official languages in Sarawak.
“Particularly the use of the English language in Sarawak which is guaranteed by Article 161(3) of the Federal Constitution.”
He was responding to Prime Minister Datuk Seri Anwar Ibrahim’s directive to all government departments and universities not to entertain any letters written in languages other than Bahasa Malaysia.
Tiang, who is also Pelawan assemblyman, reminded the Prime Minister that English and Malay are official languages in Sarawak.
In KOTA KINABALU, Deputy State Secretary (Development) Datuk Dr Ahemad Sade said Sabah will keep to its optional use of English in all its official correspondence until decided otherwise by the state leadership.
“This (directive) was announced by the Federal Government, so we will look at it in detail,” he said after an event yesterday.
The question of whether to follow this policy, he said, will be discussed in a meeting with the state leadership closer to or after the state assembly meeting scheduled for the end of next month.
“For the time being, both Malay and English can be used,” he added.
Former Sabah chief minister Datuk Seri Dr Salleh Said Keruak, who is Usukan assemblyman, said new policies should be coordinated with Sabah and Sarawak before being implemented.
He said that this is to ensure a smooth implementation while also bringing benefits to all.
“It cannot be denied that Malay is our national language, and we welcome this new policy (directive on all-Malay letters).
“But the importance of English also can’t be questioned,” he said during an excellence in education event in the Kota Belud district yesterday.
Another former chief minister, Datuk Seri Yong Teck Lee, said the policy could be detrimental to economic development.
He noted that some government departments, by necessity and the nature of their work, must communicate in English.
“English is the lingua franca of international trade, communication and diplomacy.
“I am not only referring to Wisma Putra (Foreign Ministry) but also to agencies like the Malaysia Industrial Development Authority, Malaysia Trade Agency and Bank Negara.
“Returning incoming mail that is written in languages other than Bahasa Malaysia will also send a negative message to the international community.
“It will suggest that Malaysia is not open to foreign investment or trade and that it is not interested in collaborating with other countries,” he said in a statement.
Parti Warisan deputy president Datuk Darell Leiking said the directive should not have been issued arbitrarily but only carried out after seeking the feedback and consensus of the Sabah and Sarawak governments
Gurjit: My horizons have greatly been broadened through my learning of multiple languages over the years.
With perseverance and a good support system, one can take on any language learning as exemplified by this teen
THERE is a Chinese proverb that says: “To learn a language is to have one more window from which to look at the world.”
I couldn’t agree more as my horizons have greatly been broadened through my learning of multiple languages over the years.
I am fluent in four languages: English, Tamil, Chinese and Malay. Being multilingual in multicultural Malaysia makes it easier for me to interact with others, in addition to helping me better understand their cultures and experiences.
I have my parents to thank for exposing me to the Chinese language from young. They enrolled me in a Chinese-medium kindergarten, which was how I first became familiar with the language. Because both my older brothers could speak Chinese and used it frequently at home, I picked up the language rapi
dly.
My kindergarten teacher made sure my classmates and I learnt how to write and pronounce the Chinese characters properly. Giving us tests every week helped to reinforce what we had learnt. I can still picture myself scrambling to remember the stroke orders that made up each character.
When it was time to sign me up for primary schooling, my parents again opted for Chinese-medium instruction as it was a natural progression from my preschool education.
I continued to hone my Chinese language skills there under the tutelage of teachers who were considerably stricter about using the language properly.
One of the difficulties I ran into when learning the language was using the pronunciation correctly. Chinese is a tonal language in which each tone and pitch stand for a different word. For example, the words “eye”, “salt” and “smoke” in Chinese may sound the same to the untrained ear but if you listened closely, they each have a different tone.
In an effort to overcome this, I practised speaking the language more often with my friends, who would correct me whenever I mispronounced the words. Over time, my command of the language showed improvement. In fact, it was considerably stronger than my command of the Tamil language.
Except for the times when I was interacting with my mother or my uncle and aunties, I hardly ever used Tamil. Not just that, all my cousins spoke Chinese, so we basically ended up speaking in the language whenever we met.
At home too, my siblings and I constantly spoke Chinese to the extent that my mother could make out a few words and understand what we were saying. Apart from my speaking skills, my Chinese essay writing saw improvement, thanks to my teacher in Year Six who would give my classmates and me an essay to complete before the end of schooling hours every Thursday.
On my part, I learnt new vocabulary by listening to Chinese songs and reading the lyrics while singing along to them.
This made it easier for me to recall the new words I had picked up.
I continued learning Chinese as I moved on to secondary school. Because of the different syllabus and the more advanced level, I felt like entering a completely new planet in my Chinese language classes.
My classmates and I had to comprehend and translate classical Chinese literature into modern Chinese text. I struggled greatly with it to the point of seriously considering giving up the subject.
My father, however, advised me to persevere with it as he strongly believed that my Chinese language mastery would help me later in life.
Thankfully, my brothers and friends helped me greatly throughout my journey; they explained to me the meaning of each text and helped me with my homework. Having patient and compassionate teachers eased my experience too.
Early this year, during my school’s orientation for us Form Four students, I learnt that Chinese literature is among the elective subjects offered.
To further expand my knowledge, I made the decision to take up the subject. I have since found Chinese literature to be enjoyable, which surprises me.
It is a whole new world on its own. I really enjoy reading Three Ways of Looking at an Old Pine Tree written by Zhu Guang Qian. It talks about the practical, scientific and aesthetic perspectives of each person looking at an old pine tree.
Chinese literature gets very interesting as you discover how each story unfolds and understand the meaning behind each action. Looking back on my journey as a Chinese language learner, I must say that I am proud of having stuck it out this long despite the challenges.
I believe that by learning each other’s languages, we are breaking the language barrier that is stopping us from having a really enjoyable time with one another.
I hope my experience will inspire more Malaysians to learn another language, be it Chinese or otherwise. Good luck!
Gurjit, 16, a student in Pahang, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team.
Now that you have read the article, test your understanding by carrying out the following English language activities.
1 Besides language, how do you think one can connect with people from a different community? Discuss with an activity partner.
2 Imagine you were Gurjit and you had been invited to share your language learning journey at your school assembly. This article is your first draft of the speech that you are going to deliver. Shorten it to a length of between 350 and 500 words, before practising your speech delivery. Next, take turns with an activity partner to deliver your respective speeches. Finally, rate each other’s scripts and speech delivery. Have fun!
Since 1997, The Star’s Newspaper-in-Education (Star-NiE) programme has supported English language teaching and learning in primary and secondary schools nationwide. Now in its 25th year, Star-NiE is continuing its role of promoting the use of English language through a weekly activity page in StarEdu. In addition, Star-NiE’s BRATs Young Journalist Programme will continue to be a platform for participants to hone and showcase their English language skills, as well as develop their journalistic interests and instincts. Follow our updates at facebook.com/niebrats. For Star-NiE enquiries, email starnie@thestar.com.my.
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. Angsmall 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 generalmission 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.
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.
Explore the best universities in Malaysia, based on data collected by Times Higher Education
March 13 2019
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.
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.
We can do it: When faced with the challenges
of being truly Malaysian, we should not be as timid as Game of Thrones
Theon Greyjoy (left) waiting for sausages to be served.
I SPEAK my mind. I don’t care what you think of me or what I say. I care that I move people, and hopefully for the best. You cannot sugar-coat truth, truth must be spoken loud and clear if we want to make a difference. Speak Out.
A great nation is one where the majority looks at its marginalised minorities with compassion and empathy, and ensures their wellbeing is taken care of, and the weak among us are always protected. A great society ensures that the disadvantaged are helped in the best way such that opportunities do not pass them by.
Malaysia in this sense is a real paradox.
It has a majority that is politically powerful and yet economically weak and uncompetitive. The Malays (and to some extent our bumiputras overall) by and large have been told over decades that they are superior but are unable to compete and therefore needed every advantage and protection by their political leaders, their clerics, the state, the monarchs and every other self-proclaimed champion under the sun.
Hence, we create a supremacist complex, subconscious in most and overt in some, but one with a dependency syndrome.
The minority Chinese and Indians are economically strong, competitive and over the years, in the absence of a reliance on government assistance, has also become urbane and progressive in outlook.
Hey! Do you know the other minority that to a certain extent fit this category? The progressive Malay liberals.
That despised minority among the majority. What do all these people have in common? When faced with the challenges of being truly Malaysian, they are as timid as a gang of Theon Greyjoys waiting for sausages to be served. The majority of them are so scared to speak out or come out. Witness the Bersih rallies, the numbers are way below the actual support.
I have news for all you Theons, we can do it. You’ve proven it on May 9. You all came out. Don’t stop there. It’s time all of us come together to change our nation to be truly progressive, modern and, sooner rather than later, join the ranks of developed nations.
To do that we must be Malaysian first – without fear or favour. Never again allow an injustice perpetrated upon your fellow Malaysians be left unquestioned and unanswered.
Never again allow that little voice that says “let’s not court trouble”, or those that shout at you “you are not of the religion, do not interfere” stop you.
Humanity knows no race, no religion nor does it care what your supposed station in life is. We are all Malaysians. If we want to be equal we have to behave as equals, until the powers that be capitulate.
If we see our race denigrating or abusing the other, speak up and condemn it. If we see another race doing it to their own, speak up as well.
If we see another people of a different religion abusing and persecuting their own kind, speak up. They are your fellow Malaysians. There is no justification in persecuting our fellow Malaysians.
Let me give you an example.
If someone proposes to impose penalties upon Malaysian Muslims that only the Muslims in our nation will be subjected to for the same crime, we must all speak up and oppose it. This is not about religion. It is about fairness to our fellow citizens.
Being a Malaysian means speaking up on behalf of every one of our countrymen. Standing up to oppression and for justice for all. None of us can or should be shut up for one reason or another when it comes to what happens in Malaysia and to Malaysians. We are all equal. We need to walk this talk until we change the environment by which discourse takes place in this country.
There will be many detractors and there will be many people who will mine the well of extremism to stop us. We should not be cowed by them because that is what they want of us. They have been scaring us all to compliance all these years.
Right-thinking Malaysians must demand that our elected leaders step up and lead, and not follow the herd. The herd follow the shepherd, not the other way around. When I hear characters say “we must be sensitive to the feelings of the majority”, I know these are no leaders.
These are mere political hacks, characters who are interested in the jockeying of position and personal victory, rather than one willing to risk his or her popularity to stand by the courage of their convictions and chart the destiny of the nation and its people. More than likely such people do not even have any convictions.
This nation needs leaders. We are at crossroads in our history. I believe the next three years will determine whether we will sink back into the old politics of protecting and championing race and religion, or we will emerge as a confident nation of equals ready to bring our collective strength to take on the world on our own terms. The result will be determined by us Malaysians speaking out and standing up to and with our fellow countrymen, and insisting that our “leaders” lead.
This is what I intend to continue to do.
The fundamental need in Malaysian education reform
THE Science and Technology Human Capital Report and Science Outlook 2015 by Akademi Science Malaysia show that we may soon have a serious shortage in science-related fields.
It seems more students are opting out of STEM (Science, Technology, Engineering and Mathematics) fields at secondary and tertiary levels.
Deputy Women, Family and Community Development Minister, Hannah Yeoh – quoting the National Council of Science, Research and Development which stated that the country needed about 500,000 scientists and engineers by 2030 – pointed out that we have only 70,000 registered engineers, seven times lower than the number required.
Meanwhile, the Education Ministry proposed black shoes, special number plates and a manual for noble and religious values to be read out at assemblies.
What is going on here? Why is there this serious disconnect between what the nation needs and what the so-called custodian and driver of the nation’s education machinery?
I think it’s time to talk about the fundamental elephant in the room that no one wants to talk about when it comes to education reform in Malaysia – the number of hours dedicated to religion (including its related subjects) and the influence of religion in Malaysian schools.
With 60% of our population being Malay-Muslims, what and how their children are educated from young is a concern to all Malaysians.
They are the backbone of the nation’s future. Even a cursory look at the hours spent by these children in religious classes should alarm everyone, what more in the government’s Sekolah Agama (religious schools).
Equally of concern, in Sekolah Kebangsaan (national schools), non-Muslim children would be attending alternative subjects that may not enhance their educational value, especially in Science, at the times Malay children attend their religious classes.
Educating children is a zero-sum game. There are only so many hours in a day. Children cannot be going to classes all day long.
They also need time for games and sports and other extracurricular activities that have nothing to do with classroom learning but more to do with expanding their experience of life, physical exertion and just relaxing.
Therefore, their “classroom time” is finite and each subject accommodated means another will have less of it.
A typical Malay-Muslim child in Year One at national school undergoes approximately four hours per week of religious studies (including related subjects such as Tasmik or Quran reading).
Another hour and a half per week go to Bahasa Arab.
Science, on the other hand, is only accorded an hour and a half per week. A Year Six pupil gets about four hours of religion and related subjects, with one hour of Arabic per week. Science gets two hours per week.
Let’s be honest.
The only reason for Arabic being taught is due to its affiliation to the religion, otherwise the next language a Malay child should be learning is either Chinese, Tamil or even Spanish, the next most spoken language after English.
So basically from Year 1 to Year 6, the ratio is approximately on average two hours of Science versus five hours of religion per week.
That is the formative years of our children. What are we doing to our children? This is appalling.
We are basically indoctrinating our children in religion and neglecting basic sciences that will make them critical thinkers and progressive individual with real foundation.
In the same instance, our non-Malay children also are disadvantaged because they are not taught those sciences at the time Malay children are in their religious classes.
Let’s get it clear.
The function of education is learning to think critically.
The function of religious studies is indoctrination to be obedient followers. We are regressing our Malay children and failing our Malaysian children overall.
Again, let us be honest. Our national education system today, save the vernacular schools, both from an administrative and teaching standpoints are overwhelmingly Malay.
And the Malay-centric system is overwhelmingly religious.
Our children are taught overtly and subliminally that being the “correct” Muslims is the only option.
The authoritative teacher and peer pressure brought upon the Muslim child today is overwhelming at school.
It is a norm to find daughters coming home in tears being bullied as a result of their or their parents’ outward appearance, especially mothers, that do not conform to religious dogma.
The bullies in most circumstances are the Malay teachers themselves. As such, both parents and children conform to avoid the oppressive peer and teaching pressure.
In such an environment, the dichotomy between Muslim and non-Muslim children becomes pronounced.
Is it any wonder that our society right from school to their adulthood has become divided and suspicious, and in a significant portion, easily inflamed with hatred?
Today, race is not the main driver of such divisiveness, it is the religious influence over society starting from the schools.
We need to confront this issue head-on and not be cowed by the label of “sensitivity”.
It is the sensitivity of not talking and confronting these issues that has made the bad become even worse. One cannot solve a problem if one cannot acknowledge and confront their existence in an honest manner.
We need honest conversations and political will from the Education Ministry to overcome this seemingly intractable virus that has infected our whole education system and administrative body.
In this aspect, I have not even touched about the watered-down content or substance of the school subjects, especially Science and History, as a result of the religious influence within our education system.
That will be for another day.
What we have is an almost unique Malaysian national education problem found nowhere else in a functioning democracy.
The result of at least 30 years of Barisan Nasional and PAS politics of using religion to buy the votes of the Malay electorate.
We require a head-on examination of the philosophy of Malaysian education which is today religious-centric instead of education-centric and STEM-centric as would be required by a 21st century modern nation that wants to be developed.
It also requires a total re-education of our teaching human resources – from one that has been religiously indoctrinated to one that will be accepting of all religious and non-religious peoples and societies as being equally good.
One where the teachers are focused on STEM education and ensuring critical thinking rather than being obsessed with religious pre-occupation of any sorts when they are in the national schools educating our children.
One where rational critical thought is the inspiration for good values rather than one that derives on religious books and doctrines as the minister has instead suggested.
We need to demand this of our Government, from our educators and our education system.
If these two fundamental aspects of our basic primary education cannot be rectified – a major increase in teaching/learning time for the sciences and a significant reduction in religious indoctrination and influence in national education – no amount of other esoteric and sophisticated policies and plans would be of any worth.
KUALA LUMPUR: Former Deputy Prime Minister Tun Musa Hitam said
Malaysia’s Vision 2020 objective was “falling apart” with “alarming
speed”, and he blames Tun Dr Mahathir Mohamad for it.
In his keynote speech at an event to mark the sixth anniversary of the
Institute for Democracy and Economic Affairs (Ideas), Musa said this was
because the former premier did not train leaders but instead chose to
retain and train followers instead.
“It is ironic that Dr Mahathir’s vision is now certain to fail because of Dr Mahathir himself.
PETALING JAYA: The recent attacks against multi-billionaire Robert Kuok, including those from Umno leaders and a prominent blogger, are regrettable, says MCA.
Party secretary-general Datuk Seri Ong Ka Chuan said it was a well-accepted fact that Kuok is a successful international entrepreneur.
“Kuok has made tremendous contributions to the country. These comments are made to spread hatred and create disunity,” he said.
Ong said Culture and Tourism Minister Datuk Seri Nazri Aziz has no right to request any Malaysian citizen to give up their citizenship.
“This is not within his jurisdiction,” he said.
Last week, blogger Raja Petra Kamarudin posted three articles in his website Malaysia Today, alleging Kuok was funding various political parties to overthrow the Government.
In response, Kuok refuted allegations and that he would reserve the right to take action against the portal.
MCA publicity spokesman Datuk Seri Ti Lian Ker concurred with Ong, saying there was no need to resort to harsh remarks against the 94-year-old tycoon.
“MCA is of the view that Kuok is a businessman who has benefited Malaysians in general.
“He is our business icon and revered by Malaysians from all ethnic backgrounds,”he said.
Ti said Kuok has every right to support whichever political party and that there were existing laws to deal with any attempts to undermine the Government.
“As a businessman, he could have supported many political parties and politicians from Barisan and Pakatan too. There’s no need to overreact by being ill-mannered in this instance,” he said.
But Ti pointed out that all businessmen who have benefited from Barisan’s policies should be thankful and reciprocate with support.
Two prominent Johor Barisan leaders – Tan Sri Shahrir Abdul Samad and Datuk Seri Dr Wee Ka Siong – came out to defend Kuok, saying they believed the tycoon would not interfere in national politics.
Dr Wee dismissed Raja Petra’s claims as “unreliable”.
“What was said on his blog was just a spin. There is no evidence. It is not persuasive,” said the MCA deputy president and Ayer Hitam MP. - The Star
We can have many different school systems, as long as they all teach ways to acquire relevant skills and knowledge.
"Educational reforms must be driven by those who want to ensure that our
future generations are able to be relevant in a global environment, earn
good incomes and contribute to the nation’s prosperity."
THE Johor Sultan’s recent proposal for there to be a single school system for the country became the latest talking point amongst teachers last week. The Sultan’s proposal, among other things, entails the use of English as a medium of instruction.
In the public space, the discussion went off tangent straight away. Some were quick to defend the present system because they said we need to preserve the vernacular schools, which in turn are meant to ensure the preservation of Chinese and Indian culture and their respective mother tongues.
These supporters seemed to suggest that without vernacular schools, the people of these respective ethnic groups would lose their cultures and languages altogether.
There are some primary-level vernacular schools in rural parts of India that are intended for the continued use of their mother tongue. However, students have the flexibility of transferring to English-medium schools at the secondary level. This flexibility enables Indian education to be largely singular in its system, with a wide use of English as medium of instruction.
Unfortunately, our view of vernacular schools is tied to a political idea: that politicians of a particular ethnic group are required to defend these vernacular schools – regardless of their actual usefulness and value to their communities – as an indicator of their care and concern for the welfare of their communities. Education becomes a political tool.
Middle-class parents want the present system to be retained because the approach taken by successive Ministers of Education has essentially been to privatise education. Hundreds of licences for private schools have been issued, and even international schools are now open to locals with the means to afford them for their children.
So this wealthy group does not mind the present system because for them at least, education is now isolated from the mainstream ; and they are thus able to have what some of them believe to be a superior method of teaching children, and imparting the right kind of education.
Others who want a single system insist on vernacular schools being abolished, and in their place “a Malay (national) centric system” where schools can impart lessons on loyalty and patriotism with more vigour. They argue that we still need to instil patriotism, unity and racial harmony in our pupils and students.
They believe that a sufficient amount of indoctrination is necessary to turn our young into “true Malaysians”, while religious classes and adequate prayer halls will shape Malay children into good Muslims (since we now seek to be Syariah-compliant in everything we do).
We can safely say that under the present political setup, no government will dare abolish vernacular schools. So if national schools become more “Malay” and more Islamic, we can expect more vernacular schools to mushroom all over the country, keeping pace with private schools (local and international ) as they seek to attract ever-larger numbers of students whose parents have “no confidence” in the national school system.
We can have as many systems in our schools as we like, as long as the “one” overriding component in any system that matters is the idea that schools are for teaching students to acquire deep knowledge and skills relevant to the present world.
Schools of the 21st century do not exist primarily to build national unity, to foster narrow nationalism, or to protect any mother tongue. They are not designed to make you “a better person” or religious and sin-free, for that matter.
Today’s education is primarily about having the right skills to get jobs, as the effect of globalisation and new artificial intelligence will be taking a lot of our work away, and may ultimately make us all redundant if we are not prepared. In that context, education must be about giving our children relevant, useful and productive skills.
If the characteristics of the national school were to be modelled on those found in Switzerland, Finland or Singapore, for example, (with some modifications, of course), that would be acceptable because their focus is on producing students with skills that are useful in this present environment.
The diversity of available subjects, with options given to parents to decide on issues such as language, can accommodate different aspirations without compromising on quality or the schools’ central mission.
I recently met a Finnish teacher in Helsinki who was proud to tell me that almost all Finnish students speak three European languages, although there is no compulsion to do so in their school system.
According to this teacher, they have to be multilingual because then their job opportunities become much wider. Necessity always produces better education systems and methods.
Mother tongues can be kept alive through their regular use in a modern education system, without having vernacular schools. Let’s face it: having a poor and mediocre Tamil school system with low enrolment will not do much to help preserve the language and culture of the Tamil community. The only people who benefit are Tamil politicians.
Today’s education produces well-rounded children who will get jobs. It’s when they have no jobs that we worry, no matter how well they can speak their mother tongue.
Educational reforms must be driven by those who want to ensure that our future generations are able to be relevant in a global environment, earn good incomes and contribute to the nation’s prosperity.
By Zaid Ibrahim All kinds of everything
Former de facto Law Minister Datuk Zaid Ibrahim (carbofree@gmail.com) is now a legal consultant. The views expressed here are entirely his own.
I
often take a long pause when I am asked about what I do in Beijing,
especially if the person is from Malaysia. For the last two decades,
more than 90% of Chinese Malaysian families send their children to
vernacular primary schools. Those who do not read and write some…
Malaysian school systems: http://www.globalchildhoods.net/index.php?page=malaysia
