Archive for category Education
Chinese groups weigh in on Interlok
Posted by Kit in Education, nation building on Wednesday, 30 March 2011
A number of prominent Chinese groups are among 45 organisations which inked a joint statement criticising the government’s decision to retain the controversial novel ‘Interlok’ as a compulsory textbook for secondary schools.
In a strongly-worded statement, the civil society groups ticked off the novel for attempting to indoctrinate Form Five students with the ‘Malay supremacy’ ideology.
Describing ‘Interlok’ as an “insidious poison”, the civil society groups accused the novel of propagating the ideology of “Ketuanan Melayu”.
“In fact, Interlok is barely a step away from the Biro Tatanegara brainwashing that promotes racism and disunity. ‘Interlok’ conveys the central message that Chinese, Indian and other minorities are second-class citizens in addition to perpetuating the divisive notion of a host community (the Malays) versus foreigners (‘bangsa asing’ Cina dan India).
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Enhancing Human Capital Through Education: Revamping Schools and Universities (Cont’d)
Posted by Kit in Bakri Musa, Education on Monday, 28 March 2011
by M. Bakri Musa
Chapter 7: Enhancing Human Capital
Enhancing Human Capital Through Education: Revamping Schools and Universities (Cont’d)
There are plenty of ready role models. Malaysia can look to Germany and Switzerland for examples of superior trade and vocational schools. For academic schools, Malaysia could emulate the finest British public or American magnet schools. Local universities could propose model curricula for these academic schools. Similarly, industries could help design specific vocational syllabi. Proton for example, could establish a school to prepare students to be car mechanics and auto body repairers and other skilled workers for the automobile industry.
My proposal calls for the elimination of the current matrikulasi programs. They are expensive and waste valuable resources of the universities. Universities should stick to doing what other institutions cannot do, that is, education at the undergraduate, graduate, and professional levels. Read the rest of this entry »
Interlok: Time to Make a Stand
Posted by Kit in Education, Muhyiddin Yassin, nation building on Friday, 18 March 2011
by Dr. Lim Teck Ghee | CPI
As the drama over the Interlok textbook issue continues to unfold, it is important for Malaysians to understand the context and the stakes involved, and to make a stand.
There are some defenders of the book who have argued that withdrawing or even just editing it will rob Malaysian writers of their artistic freedom and integrity. To these people, I would like to say “hello, where have you been” – Interlok has already been edited twice, in 2005 for Edisi Pelajar and in 2010 for Edisi Murid. Its literary integrity was already compromised by the shedding of some 85 pages even before this latest controversy.
In fact, copyright for the edition distributed free to schools no longer belongs even to Abdullah Hussain but to Dewan Bahasa dan Pustaka.
Hence Education Minister Muhyiddin Yassin’s statement that his ministry “will ensure that any amendments made will not affect the storyline of the novel and the noble message that the author wants to convey” is nothing short of whitewash. According to reports, Muhyiddin is not permitting anything beyond deletion of the word ‘pariah’.
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Education in multicultural Malaysia
Posted by Kit in Azly Rahman, Education on Friday, 11 March 2011
by Azly Rahman
Malaysiakini
Mar 9, 11
Q: Being a multicultural society that Malaysia is, how should our education system be designed? Or, should it be designed at all?
A: Education is a deliberate attempt to construct human beings who will participate in society as productive citizens. The question whether our education system should be designed or not is quite irrelevant when education, schooling, training, indoctrination, and the spectrum of ways by which the child is “schooled” are all based on intentional design.
Schooling is the most contested terrain in any society; it is a battlefield or a conveyor belt for the creation of human beings. We go back one step before the question of design. In a multicultural society, who should be entrusted to design schooling – politicians or philosophers of education trained in the study of political economy and anthropology and alternative historicising?
Are those designing our schooling system equipped with the varieties of philosophical perspectives in education? We have essentialism, progressivism, romanticism, cultural rejuvenation, social reconstructionism, spiritual capitalism, technicism… or even cultural revolution.
These philosophies call for a different perspective of what a human being is and how to draw out the potentials in each and every human being. Hence the Latin word “educare”, from which education comes from, meaning “drawing out”.
My question for all of you: What philosophy of education will be suitable for a multicultural society such as Malaysia? And how do we translate such a philosophy into praxis (Paulo Freire, “Cultural action for freedom”). Read the rest of this entry »
Cops question students for 10 hours over ‘Interlok’
Posted by Kit in 1Malaysia, Education, nation building on Tuesday, 8 March 2011
by Zaidatul Syreen Abdul Rashid
Malaysiakini
Mar 8, 11
Three Form Five students were yesterday taken to the Kuala Kubu Baru district police headquarters and traumatised by being questioned for 10 hours – all for wanting to return the novel Interlok to their headmaster last Friday.
Initially, seven SMK Kuala Kubu Baru students, who wanted to return the book because they were not happy with its contents, were stopped by a discipline teacher who allegedly abused them verbally.
“All seven of us we were walking calmly towards the headmaster’s room when our discipline teacher stopped us and started making comments at us, which hurt our feelings,” said one of the students, who was with four others at the Human Rights Party headquarters today.
According to the student, the discipline teacher said the students were purposely creating problems because of their race.
The teacher reportedly said, “Kenapa orang India garang? India memang suka rosakkan nama sekolah. Keling memang dasar pariah sejak sejarah lagi” (Why are the Indians so fierce? Indians really like to tarnish the school’s name. The keling have been pariahs since historical times).
The students were not able to return the novel as the teacher told them to disperse immediately. Read the rest of this entry »
‘Interlok a classic work of Malaysian racism’
Posted by Kit in Education, nation building on Friday, 25 February 2011
Centre for Policy Initiatives (CPI) director Lim Teck Ghee has added his voice to calls for the novel Interlok to be removed from the Form Five Malay literature syllabus due to its perpetuation of “offensive stereotyping” of minorities.
This, while the controversial novel celebrates the virtues of the Malay race, culture and value system.
As such, Lim noted, it has led some quarters to see the novel as “the classic Malaysian racist book”.
In remarks e-mailed to Malaysiakini today, the former academician-turned-social activist said some may be tempted to invoke freedom of expression to justify maintaining the book as required reading in secondary schools.
That same “freedom to offend” would not, however, be granted if the offence were against Malays, he noted.
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Letter to the Prime Minister and Cabinet Ministers on Interlok as Literature School Text
Posted by Kit in Education, nation building on Thursday, 24 February 2011
Dear Esteemed Malaysians,
I am not sure if you have been following this issue which is not only causing concern amongst many Malaysians but it also has the potential to poison young minds through its insidious and divisive racial stereotyping and messages.
I feel that, purely on educational and pedagogical grounds, this book with its denigration of the various communities, and in the context of our multi-ethnic society facing one of the most turbulent periods of our history, should be subject to higher standards of acceptance before being designated as a reading text in our schools.
This is not to challenge the artistic freedom and independence of the writer in pursuing his craft and writing on any subject that he chooses. In our country there is a need for greater candor and honesty on all types of divisive issues, however sensitive there are. Writers and artists should be encouraged to write freely and without any restrictions; and all Malaysians should work harder to dismantle the constraints on our freedom of expression and other freedoms.
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Freeing Education From Politics
There is one particular issue in this country that never fails to incite fierce debate, with passionate arguments – and the occasional flying brick – from all sides of the divide. This has been the case for a very long time, and its history is one that runs parallel to our nation’s own. To chronicle its story would be to journey through the annals of our own ethno-political experience, from early immigrant settlements to colonial dominance and finally to the many compromises that have been effected since political independence was achieved. Today, the story is by no means over; it is one that is constantly evolving (and tormenting) our socio-political structure.
And what is this matter that is as naturally fundamental as it is exasperatingly sensitive? Why, it is this little matter called education.
Few would dispute the contention that there is something fundamentally wrong with the education system in our country, but polemics abound when solutions are proffered or undertaken. Take, for example, the recent remonstrations surrounding the reversal of the PPSMI (teaching of mathematics and science in English) or the sudden announcement that history will be made a mandatory SPM pass subject from 2013. Or better yet, consider also the replacement of the PMR by a school-based assessment programme. Initially reported to take place in 2016 in order to provide sufficient time for a transition that would not burden the affected students, it has now been abruptly brought forward to 2014. And then there are the really thorny issues, such as the question of vernacular education and its place in our national polity, or the standard of our national school model and curriculum, viewed by many as tools of political indoctrination and partisan propaganda. Read the rest of this entry »
Petition to reform history education: act now
By CPI
We urge CPI readers and others to sign this important petition by a courageous parent. The petition calls on the authorities to act immediately to address the bias and shortcomings plaguing the Malaysian history syllabus and textbooks.
Our younger generation deserve a broad, impartial and fair history in their education. They do not deserve narrowly blinkered history textbooks and a syllabus that are bent on propagandizing parochial ethno-nationalist and religiously biased perspectives and knowledge.
All parents and taxpayers in the country should be concerned with the current situation of history education which is providing our children with selective and biased views and knowledge that can only further polarize and divide the communities and nation rather than serve to unify us on the basis of a fair and accurate representation of our past and that of all civilizations.
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THE PETITION Read the rest of this entry »
Loyalty to King and country – or to BN?
Posted by Kit in Education, Elections, nation building, public service on Wednesday, 2 February 2011
By P Ramakrishnan
All citizens owe their loyalty to king and country – that includes civil servants. Civil servants are expected to serve the government of the day faithfully, irrespective of whichever party that forms the government.
They shouldn’t align themselves to any political party whether it is the ruling parties or the opposition parties. They should remain above politics and stay faithful to their vocation.
Their dedication should be to their profession and their commitment to serve and discharge their duties should not be wanting in any way.
This is how they preserve their integrity and safeguard their professionalism.
However this simple thing was not understood by the Johor State Director of Education, Markom Giran. He despicably attempted to force teachers to play a partisan political role. He was trying to corrupt the civil service. Read the rest of this entry »
Imperative that the public lock horns over ‘Interlok’
Posted by Kit in Education, History, nation building on Monday, 31 January 2011
By K Pragalath
Introduction by CPI
28 January 2011
The Star today frontpaged ‘Interlok stays’ as its main story and reporting Education Minister Muhyiddin Yassin as saying the contentious novel is to remain a Form 5 exam text but with amendments to several aspects “deemed sensitive by the Indian community???.
A section of the Indian community suspects that the selection of this more than 40-year-old book – only reprinted as recently as last year – was impelled by an ulterior motive. The novel Interlok not only portrays the Indian community as the ‘pariah’ class that emigrated to the peninsula but has as its running theme a recurrent allusion to the Indian and Chinese races as ‘pendatang’ as well as many negative, racial stereotypes.
Muhyiddin was quoted by The Star (source: Bernama) as saying that his ministry’s decision to retain ‘Interlok’ was made “after taking into consideration the views of all parties, which acknowledged that the book was good in nurturing and strengthening unity among the multi-racial and multi-religious society in Malaysia???.
The Minister’s rationale and claim of “nurturing unity??? fail to withstand scrutiny when there have been nationwide protests against the book, countless police reports as well as threats of civil suits. These very acts in themselves are already indicative of the deep cleavages and ill-will that the book has engendered.
Are we to trust Malay Literature teachers, predominantly belonging to one race, to exercise an adequate wisdom and tact over such an emotion-rousing novel when the racist utterances of the Bukit Selambau (Kedah) and Kulaijaya (Johor) school principals still leave a sour taste in the mouth? Read the rest of this entry »
The right to know one’s history
The teaching of History at the secondary school level is shrouded in controversy due to the apparent inaccuracies, biased representations and distortion of facts.
At the primary school level, Malaysian history which is examined in the subject ‘Kajian Tempatan’ (local studies) fares no better.
Consider the subject matter and emphasis taught at the Year 5 level. A government approved textbook comprising 98 pages focuses on two main segments or themes i.e. ‘Tema mengenal negara kita’ (to know our country) and ‘Tema sejarah negara kita’ (the history of our nation). In the first segment, seven pages are devoted to Malaysia’s geographical position, 11 pages to topography, 16 pages to climatic conditions and another 13 pages to wildlife, flora and fauna. Well and good.
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Malay history: What’s missing from the textbooks (2)
Also interesting to note is the following:
In Late Yuan Dynasty, China became chaotic, people who lived along the coastal area of Fujian, under the leadership of Ong Sum Ping’s siblings, escaped to eastern Kalimantan — they landed at the river mouth. When they were exhausted, facing a shipping crisis, someone lost their arms. After that, the Kadazans named it as Sungai Kinabatangan — the place where the Chinese lost their arms.
Ong Sum Ping and his sister, and the Chinese people developed the area of Sungai Kinabatangan, and they increased their influence there. With the increase of his prosperity, the natives named him Raja, or King. The Chinese named him as ‘Chung Ping’ — meaning the General. We can clearly see that Ong Sum Ping controlled Eastern Kalimantan.
This is Ong Sum Ping Road in Brunei.
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Malay history: What’s missing from the textbooks
Brunei has always been known to be one of the earliest Muslim Kingdoms in Southeast Asia. They pride themselves in this fact. All their neighbors pride themselves in this too, and of course, since it is fact, it is irrefutable. Right?
Good. Let’s quickly look at some FACTS then:
It is taught in school textbooks that Pateh Berbai, the brother of Awang Semaun and Awang Alak Betatar, discovered Brunei. Awang Alak Betatar subsequently became Brunei’s first Sultan and was known as Sultan Muhammad Shah. Awang Semaun and Awang Alak Betatar were the famous heroes in Brunei during that time.
Sultan Muhammad Shah was the first Sultan of Brunei. He ruled Brunei from 1363 to 1402. He was the first Muslim ruler of Brunei as a result of his conversion to Islam in 1363 for his marriage to a Johorean-Temasik princess. Prior to conversion to Islam, he was known as Awang Alak Betatar.
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Poor English skills bad for economy
by Stephanie Sta Maria
Free Malaysia Today
January 18, 2011
KUALA LUMPUR: A nation’s economy is only as good as its education system. So powerful is education that even the subtlest tweak has the propensity to either elevate or relegate a nation on the global stage.
Policy-makers therefore tread with great care when proposing policy amendments, acutely aware of the staggering impact their decisions would have on the country’s future.
Malaysia’s policy-makers, however, appeared to have lacked this attention to detail when deciding to reverse the teaching and learning of Science and Maths in English (PPSMI). And that move has placed Malaysia’s economy on shaky ground.
Cheong Kee Cheok, a Senior Research Fellow with the Faculty of Economics in Universiti Malaya, expressed grave concern over the system’s failure to produce the human resources needed to propel the country forward. And this, he warned, would severely cripple the flow of foreign direct investment (FDI) into Malaysia.
“One of the benefits a country reaps from FDI is the acquisition of technology,” he said. “But we can only acquire it if we speak the language of technology, which is English. Unfortunately, we are losing out to the Thais, Vietnamese and Chinese in our ability to communicate in English.”
“We have enjoyed FDI for 30 years but what technology have we acquired? To a certain extent, piracy is a key indicator of a country’s technological prowess. China is able to pirate almost anything whereas our piracy is limited to DVDs.”
The inability of a nation to acquire a certain strength leaves it no choice but to be dependent on other nations. This stagnancy will gradually reduce its competitiveness and eventually ease it out of the economic supply chain altogether.
“Our lack of technological expertise will dissuade technologically capable industries from investing in Malaysia,” Cheong said. “Right now we are still locked in a supply chain but our position will shift as other nations become better.” Read the rest of this entry »
Tenang by-election: Attempt to transfer husband for failing to ‘control wife’
By Kuek Ser Kuang Keng | MalaysiaKini
The Johor Education Department has attempted to transfer the husband of PAS’ Tenang candidate Normala Sudirman from Tenang to Johor Bahru on the ground that he cannot “control his wife”.
he sudden directive, which orders Normala’s husband Makrof Abd Mutalib to relocate to Johor Bahru within 24 hours, was however retracted after the couple (left) protested.
“The headmaster said it was because I can’t control my wife, referring to her political participation in PAS,” said Makrof Abd Mutalib, who has been teaching in a school in Tenang for the past 13 years.
Met at a PAS event to announce its candidate last night, Makrof told Malaysiakini that he received the transfer notice a few days ago when it was heavily speculated that his wife could contest the Jan 30 by-election for the state seat.
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MRSM schools obstacle to national unity?
Posted by Kit in Azly Rahman, Education, nation building on Thursday, 13 January 2011
by Azly Rahman
As hypermodernising societies such as Malaysia progresses in syncrony with the advancement of capitalism, and as race and religion becomes the foundation for decision-making in education, especially in elitist well-funded schools, Malaysia is faced with another dilemma of education and national development.
Is this country creating sophisticated ethnocentrists that will continue to sustain race-based ideologies?
Maktab Rendah Sains Mara (Mara Junior Science College) schools, well-funded, well-staffed with advanced degree faculties, and well-taken care of by the Malay-centric government may be one example of a phenomena of a successful failure in the system’s 40-year evolution.
The school system prides itself in innovative curricular experimentation drawn from best practice of schools, particularly those of the United States; as its original template was based upon.
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Why Chinese Mothers Are Superior
The Wall Street Journal
The Saturday Essay
JANUARY 8, 2011
Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids? And what happens when they fight back?
By AMY CHUA
A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it’s like inside the family, and whether they could do it too. Well, I can tell them, because I’ve done it. Here are some things my daughters, Sophia and Louisa, were never allowed to do:
• attend a sleepover
• have a playdate
• be in a school play
• complain about not being in a school play
• watch TV or play computer games
• choose their own extracurricular activities
• get any grade less than an A
• not be the No. 1 student in every subject except gym and drama
• play any instrument other than the piano or violin
• not play the piano or violin.
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Half the country disappears in M’sian history syllabus
CPI Introduction
In view of the controversy swirling around the content of the History textbooks used in schools, we thought Dr Geoff Wade’s ‘The Origins and Evolution of Ethnocracy in Malaysia’ on the measures used to maintain Malay hegemony merit revisiting.
“It is very strange today that in the diverse, multi-ethnic polity of Malaysia, a single ethnic group completely controls and occupies virtually all positions in the judiciary, public administrative organs, the police, the armed forces as well as universities.
“While Malays constitute a majority of the population of this nation, their presence in all these spheres of power far exceeds their ratio within the general population.”
CPI first carried Dr Wade’s ARI Working Paper No.111 in our website on Sept 9, 2009. Dr Wade is an historian who researches various aspects of Sino-Southeast Asian historical interactions over the last 1,000 years and has recently been concentrating on 20th-century interactions between Southeast Asia and China. He previously studied and worked in Australia, Malaysia, China and Hong Kong.
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Malaysian as top Singaporean student for third consecutive year should be important agenda of Cabinet meeting tomorrow
A Malaysian as top Singapore student for the third consecutive year should be important agenda of the Cabinet meeting tomorrow if the Prime Minister Datuk Seri Najib Razak is serious about the New Economic Model and the Economic Transformation Programme to give top priority to retain and attract talents to catalyse Malaysia’s economic transformation.
In Singapore’s GCE ‘O’ Level examinations results yesterday, a Malaysian, 16-year-old Chia Pei Yun, was the topscorer with 10A1s from the school-leaving examination.
Chia, from Kuala Lumpur, completed a hattrick for Malaysians and also her school, Convent CHIJ St. Nicholas Girls’ School after following the footsteps of Selangor girls Lai Kai Rou and Haw Sue Sern.
Chia is a former student of Kuen Cheng Girls’ School in Kuala Lumpur.
The Cabinet tomorrow should be reminded of the dire warnings of the New Economic Model last March, which said:
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