A teacher in a Banting school was recently transferred over allegations that she had made racial slurs and might even beaten up some students.
The Malaysiakini report has more details in terms of the racial slurs used - 'keling pariah', 'Negro' and 'black monkeys', ‘Indians came from dogs', Indians are ‘children of prostitutes' and the community is stupid and also allege that teacher had said the community youth ‘did not have testicles', ‘always menstruates' and indulged in thuggery and theft.
Furthermore, it was reported that she had 'beaten' up some of her students for being late. Not sure if these students were only from the Indian community.
Pending an investigation, she has been transferred to another school. My sense is that the investigation will be covered up and the teacher will get away with just a slap on the wrist.
I don't think that this is an isolated incident in our schools. I'm sure that in environments where only students of one race are taught, some teachers will not be afraid to let loose their views on students of other races and religions. After all, this kind of racist rhetoric is prevalent in BTN 'brainwashing' seminars where non-Malay students are present.
If the MOE is serious about stopping this kind of racial slurs in our schools, they should conduct a full scale investigation and sack this teacher as a sign to others who might think of following in her footsteps.
Thursday, August 7, 2008
Saturday, August 2, 2008
How to develop our students
I agree wholeheartedly with the new Minister of Higher Education, Khaled Nordin, that "that allowing university students to join political parties will restrict their development into holistic first-class human capital". In addition, I also agree that "another reason for the continued ban was that the Government did not want public university students, who are heavily subsidised, to “play around” and waste taxpayers' money."
In addition, to fulfill the objective of developing our university students, I hope that the esteemed minister can consider the following proposals. I propose that:
(i) The esteemed Minister considers banning students from going to mamak stalls and coffee shops. These are places where nonsensical and unproductive coffee shop 'chatter' takes place much of it involving the topics of political interest of the day. Since we do not want our best and brightest to corrupt their ears and to waste their time by listening to this nonsense, we need to ban our students from going to these places.
(ii) The esteemed Minister considers banning students from watching football matches especially those involving foreign teams. Watching football matches, which lasts for approximately 1 hour 45 minutes (including the break), and more, if we take into account the prematch and postmatch shows, is an extremely unproductive use of time. Our students could use this time more productively, for example, in discussing the latest developments in biotechnology and nanotechnology and in collaborations to build Proton a new hybrid engine. In addition, we do not want our young minds to be influenced by the teams of the decadent West who are not only footballers but also flaunt their decadent lifestyles off the field. However, we should make exceptions for our students to watch matches involving Malaysian teams since this shows their solidarity with their own 'local' teams and contributes to nation building and increases their patriotism.
(iii) The esteemed Minister considers banning students from watching movies in the cinemas. Watching movies is another big waste of time, time that could be better spent on academic pursuits and developing one's own human capital. In addition, many movies produced in the West promote decadent values and values which are not consistent with our Asian culture. For example, we would not want our students to be unduly influenced by the portrayal of vigilante justice and 'cool' criminals in the latest Batman movie. However, again, exceptions should be made for movies produced locally since we are supporting local industry by watching these movies. However, local movies which promote values that are not in line with national values should be banned including movies such as Sepet (which promotes inter-racial dating) and The Big Durian (which glorifies the struggles of the communists in Malaysia).
(iv) The esteemed Minister considers blocking access to websites such do not promote the development of human capital in all public universities and if possible in all private colleges as well. Websites which provides access to disturbing information on matters of little importance such as the BBC, Malaysiakini, the New York Times, should be at the top of such a list. In doing so, the minister will prevent students from wasting countless number of hours spent surfing on these sites, time that could be better spent on coming up with inventions that will promote the growth of industry and technological advancement in the country.
(v) The esteemed Minister considers implementing a rule which requires all students in public universities to carry at least one book where ever they go on and off campus. This is so that students do not waste previous time when they are waiting for buses or sitting in their friend's cars or waiting in a queue or even sitting in the john, time that could be spent reading and developing their human capital. To further encourage this kind of behavior, the esteemed Minister require all public universities to have a monthly contest to reward a 'lucky' student who is seen to be carrying more than 5 books (either in his or her bag or in his or her hands) in public view. The 'reward' should be in the form of a 1000RM book voucher, to be spent in the university bookshop.
(vi) The esteemed Minister considers hiring unemployed graduates from public universities to carry out a massive surveillance plan that would ensure that the above mentioned rules are followed. They will be posted at strategic locations in and around the campus including mamak shops, cinemas, bus stops and shopping malls. This way, not only will it solve the problem of unemployed graduates in our country, but it will more than pay for itself through the development of human capital that will inevitably occur once the attention of our students are diverted from such unproductive activities including politics, sports, movies and so forth.
I sincerely hope that the esteemed Minister considers at least some of my recommendations made above and implement them as soon as possible.
In addition, to fulfill the objective of developing our university students, I hope that the esteemed minister can consider the following proposals. I propose that:
(i) The esteemed Minister considers banning students from going to mamak stalls and coffee shops. These are places where nonsensical and unproductive coffee shop 'chatter' takes place much of it involving the topics of political interest of the day. Since we do not want our best and brightest to corrupt their ears and to waste their time by listening to this nonsense, we need to ban our students from going to these places.
(ii) The esteemed Minister considers banning students from watching football matches especially those involving foreign teams. Watching football matches, which lasts for approximately 1 hour 45 minutes (including the break), and more, if we take into account the prematch and postmatch shows, is an extremely unproductive use of time. Our students could use this time more productively, for example, in discussing the latest developments in biotechnology and nanotechnology and in collaborations to build Proton a new hybrid engine. In addition, we do not want our young minds to be influenced by the teams of the decadent West who are not only footballers but also flaunt their decadent lifestyles off the field. However, we should make exceptions for our students to watch matches involving Malaysian teams since this shows their solidarity with their own 'local' teams and contributes to nation building and increases their patriotism.
(iii) The esteemed Minister considers banning students from watching movies in the cinemas. Watching movies is another big waste of time, time that could be better spent on academic pursuits and developing one's own human capital. In addition, many movies produced in the West promote decadent values and values which are not consistent with our Asian culture. For example, we would not want our students to be unduly influenced by the portrayal of vigilante justice and 'cool' criminals in the latest Batman movie. However, again, exceptions should be made for movies produced locally since we are supporting local industry by watching these movies. However, local movies which promote values that are not in line with national values should be banned including movies such as Sepet (which promotes inter-racial dating) and The Big Durian (which glorifies the struggles of the communists in Malaysia).
(iv) The esteemed Minister considers blocking access to websites such do not promote the development of human capital in all public universities and if possible in all private colleges as well. Websites which provides access to disturbing information on matters of little importance such as the BBC, Malaysiakini, the New York Times, should be at the top of such a list. In doing so, the minister will prevent students from wasting countless number of hours spent surfing on these sites, time that could be better spent on coming up with inventions that will promote the growth of industry and technological advancement in the country.
(v) The esteemed Minister considers implementing a rule which requires all students in public universities to carry at least one book where ever they go on and off campus. This is so that students do not waste previous time when they are waiting for buses or sitting in their friend's cars or waiting in a queue or even sitting in the john, time that could be spent reading and developing their human capital. To further encourage this kind of behavior, the esteemed Minister require all public universities to have a monthly contest to reward a 'lucky' student who is seen to be carrying more than 5 books (either in his or her bag or in his or her hands) in public view. The 'reward' should be in the form of a 1000RM book voucher, to be spent in the university bookshop.
(vi) The esteemed Minister considers hiring unemployed graduates from public universities to carry out a massive surveillance plan that would ensure that the above mentioned rules are followed. They will be posted at strategic locations in and around the campus including mamak shops, cinemas, bus stops and shopping malls. This way, not only will it solve the problem of unemployed graduates in our country, but it will more than pay for itself through the development of human capital that will inevitably occur once the attention of our students are diverted from such unproductive activities including politics, sports, movies and so forth.
I sincerely hope that the esteemed Minister considers at least some of my recommendations made above and implement them as soon as possible.
Friday, August 1, 2008
More updates on UUCA 'revisions'
More reports from the Star on the 'revisions' to the UUCA can be found here, here and here. These amendments are pretty much useless, in my view, since the activities of university students will still be monitored closely by the university authorities and they are still not allowed to participate in political activities. Just look at the recent treatment of three UM students for distributing leaflets about Anwar. The only pseudo bright spot was Koh Tsu Koon's proposal to redefine students to exclude post docs and those doing off campus programs. But this doesn't go far enough. What we need is for the restriction against students joining political parties to be abolished.
Sunday, July 27, 2008
Best IMO performance for Malaysia
Got an email from Shien Jin, a former International Math Olympiad (IMO) representative, about Malaysia's best performance at the IMO this year (2008). We ranked 55 out of 93 countries and for the first time, one of our competitors, Loke Zhi Kin, obtained a silver medal for Malaysia. Indeed, his score of 24 beat out the top scores for the Singapore team, even though the Singaporean team as a whole still beat us (ranked 32 versus 55). And for the first time, 5 out of 6 competitors from Malaysia received at least an honorable mention.
The full history of the IMO competition can be accessed here.
Malaysia's history in the IMO has not been a good one. Our best ranking before this year was 59 out of 83 in 2001. In the first year which Malaysia was in the competition, 1995, we ranked 72 out of 73. Last year, in 2007, we ranked 74 out of 93. We jumped almost 20 ranking positions from 74 to 55 this year.
The first time Malaysia won a bronze medal was in 2000, when Shien Jin (who went to MIT for his undergrad and Harvard for his PhD) and Suhaimi Ramly (who went to MIT). They would have gotten a higher ranking for Malaysia if Malaysia had sent more than 3 competitors (lack of funding, I was told).
Suhaimi was the 'observer' for the Malaysian team this year, meaning that he was the trainer for the team. And with Suhaimi, who's also the executive director of Aidan Corp and a co-founder of Ardent Education Consultants, in charge of training future teams, I'm sure that this is a sign of better things to come for the Malaysian IMO team.
A cursory look at the IMO historical results makes for interesting reading. Some of the usual suspects dominate the competition - China, Russia, USA. Japan, South Korea and Taiwan do well as well as do some of the former Eastern European countries - Bulgaria, Poland, Romania and Hungary.
But I was surprised to see Thailand ranked 6 and Vietnam ranked 12 this year. Iran is also a powerhouse in the IMO competition!
In addition, the Nordic countries, who do well on most other indicators (HDI, competitiveness, education standards) perform so so only. India also does not do as well as one might imagine, with all that brainpower.
My sense is that countries who do well in this competition probably have 2 common practices. Firstly, they probably have a fairly open competitive process to select the participants. This is to ensure that the net is cast wide enough such that the best competitors are selected. Secondly, they probably have a fairly well developed training regiment where the skills of these participants are honed.
I'm guessing that China probably throws tons of resources at the selection and training of these candidates much like how their gymnasts and other athletic prodigies are selected and trained.
Obviously, it would be unrealistic for us to compete against the Chinese, let's say. (5 gold medals and 1 silver!) But Suhaimi tells me that a goal of achieve 100 total points for 6 competitors is realistic. This would put Malaysia at around the 30th position, on par with what Singapore achieved this year (98 points, 32nd position). I feel pretty good about our chances with someone like Suhaimi in charge.
The full history of the IMO competition can be accessed here.
Malaysia's history in the IMO has not been a good one. Our best ranking before this year was 59 out of 83 in 2001. In the first year which Malaysia was in the competition, 1995, we ranked 72 out of 73. Last year, in 2007, we ranked 74 out of 93. We jumped almost 20 ranking positions from 74 to 55 this year.
The first time Malaysia won a bronze medal was in 2000, when Shien Jin (who went to MIT for his undergrad and Harvard for his PhD) and Suhaimi Ramly (who went to MIT). They would have gotten a higher ranking for Malaysia if Malaysia had sent more than 3 competitors (lack of funding, I was told).
Suhaimi was the 'observer' for the Malaysian team this year, meaning that he was the trainer for the team. And with Suhaimi, who's also the executive director of Aidan Corp and a co-founder of Ardent Education Consultants, in charge of training future teams, I'm sure that this is a sign of better things to come for the Malaysian IMO team.
A cursory look at the IMO historical results makes for interesting reading. Some of the usual suspects dominate the competition - China, Russia, USA. Japan, South Korea and Taiwan do well as well as do some of the former Eastern European countries - Bulgaria, Poland, Romania and Hungary.
But I was surprised to see Thailand ranked 6 and Vietnam ranked 12 this year. Iran is also a powerhouse in the IMO competition!
In addition, the Nordic countries, who do well on most other indicators (HDI, competitiveness, education standards) perform so so only. India also does not do as well as one might imagine, with all that brainpower.
My sense is that countries who do well in this competition probably have 2 common practices. Firstly, they probably have a fairly open competitive process to select the participants. This is to ensure that the net is cast wide enough such that the best competitors are selected. Secondly, they probably have a fairly well developed training regiment where the skills of these participants are honed.
I'm guessing that China probably throws tons of resources at the selection and training of these candidates much like how their gymnasts and other athletic prodigies are selected and trained.
Obviously, it would be unrealistic for us to compete against the Chinese, let's say. (5 gold medals and 1 silver!) But Suhaimi tells me that a goal of achieve 100 total points for 6 competitors is realistic. This would put Malaysia at around the 30th position, on par with what Singapore achieved this year (98 points, 32nd position). I feel pretty good about our chances with someone like Suhaimi in charge.
Friday, July 25, 2008
Vocational and Technical Training
Vocational and technical training doesn't get much airplay on this blog. Probably because neither Tony or myself are familiar with how it works in Malaysia. But it is an important component of the education system.
The Star reported that the MOE was in the process of revamping its vocational and technical training programs. It didn't exactly say how it would be revamped or what was wrong with it now.
I say that vocational and technical education is important because not everyone should be expected to take the path of going to a university and getting a university degree. Some people prefer to take a non-academic path because this is where their passion and interests lies. As such, having a good vocational and technical training and education program is important to ensure that students who are inclined towards these sectors have a respectable channel to pursue skills in this area.
In Germany, for example, apprenticing with a mentor in a 'skills' industry is a perfectly respectable career choice. One of my favorite American comics, Jay Leno, sponsors a scholarship for auto-mechanics to McPherson college and he's mentioned on his show that many of these graduates make good money - more than $100,000 a year (which is about what recent MBA graduates earn).
In Malaysia, I don't think there are such channels. Making the pursuit of these skills (being a mechanic, electrician, plumber, carpenter, etc...) more respectable is one of the ways to reduce school dropout rates and to increase the skills and earning power of those who do not lean towards the academic arena.
Since this area is more or less a black hole for me, I was wondering if any of our readers who know more about this can write a post enlightening us on the state of vocational and technical training in Malaysia?
The Star reported that the MOE was in the process of revamping its vocational and technical training programs. It didn't exactly say how it would be revamped or what was wrong with it now.
I say that vocational and technical education is important because not everyone should be expected to take the path of going to a university and getting a university degree. Some people prefer to take a non-academic path because this is where their passion and interests lies. As such, having a good vocational and technical training and education program is important to ensure that students who are inclined towards these sectors have a respectable channel to pursue skills in this area.
In Germany, for example, apprenticing with a mentor in a 'skills' industry is a perfectly respectable career choice. One of my favorite American comics, Jay Leno, sponsors a scholarship for auto-mechanics to McPherson college and he's mentioned on his show that many of these graduates make good money - more than $100,000 a year (which is about what recent MBA graduates earn).
In Malaysia, I don't think there are such channels. Making the pursuit of these skills (being a mechanic, electrician, plumber, carpenter, etc...) more respectable is one of the ways to reduce school dropout rates and to increase the skills and earning power of those who do not lean towards the academic arena.
Since this area is more or less a black hole for me, I was wondering if any of our readers who know more about this can write a post enlightening us on the state of vocational and technical training in Malaysia?
JPA doctors don't want to come back
Yet another example of how JPA scholars are blatantly flouting their bonds. The Star reported that '236 medical graduates studying overseas under Public Service Department scholarships refused to return home to work.'
Sunday, July 20, 2008
Meritocracy examined
Just wanted to point our readers to an insightful analysis done by 'unwanted citizen', someone who's clearly in the know about the medical faculty and intake at University Malaya (UM). My conclusion from his analysis is this - there has been a more transparent implementation of meritocracy, meaning that those students who perform well in STPM AND Matriculation, are getting into the medical program at UM. The clear losers from this are the bumiputeras from Sabah and Sarawak.
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