Rebuild Values to Steady Youths' Moral Compass

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Published in the Sun on Tuesday, 28  Oct 2025 

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Rebuilding Our Moral Core

The recent shocking incidents – from the heinous murder of a student within school grounds to the gang rape in a classroom, violent bullying, to the circulation of such assaults online – have sent a chilling tremor through the nation, forcing a long-overdue conversation about the moral compass of our youth. While experts rightly call for stricter supervision and legal consequences, we must look deeper into the erosion of our moral and ethical foundations, a decay significantly accelerated by the unregulated digital world, and the roles of our primary institutions: the school and the family.

This is not merely a failure of discipline, but a symptom of a wider moral crisis. As noted by experts, there is a growing culture of indifference to consequences, where the authority of teachers is undermined and parental leniency often overshadows necessary guidance. To address this, we must revisit and significantly strengthen the role of moral education, not just as a subject in school, but as a lived value championed collectively by parents and educators.

The Corrosive Influence of Social Media

A critical factor exacerbating this crisis is the pervasive influence of social media and digital content. As Assoc Prof Dr Siti Khadijah Zainal Badri noted, constant exposure to explicit material on streaming platforms and social media can warp a young person’s sense of consent, respect, and accountability.

This digital ecosystem normalises violence and desensitises young minds to suffering. Cyberbullying, conducted from behind a screen, erodes empathy and encourages cruelty without immediate consequence. The pursuit of online notoriety can drive heinous acts, such as the recording and sharing of assaults, turning victims into content for public consumption. This creates a dangerous illusion of impunity, where the line between virtual validation and real-world criminality blurs, potentially contributing to tragedies like school bullying, gang rapes, and even murder. When harmful behaviour is gamified, shared, and left unpunished in the digital realm, it loses its sense of gravity in the physical world.

Lessons from the Past and the Wisdom of Confucius

Malaysia is not navigating uncharted waters. In the late 1970s, following a period of social upheaval, there was a concerted national effort to embed moral education within the school curriculum. This was a proactive, society-wide recognition that academic excellence alone could not guarantee a harmonious and ethical citizenry. We must rekindle that spirit of collective responsibility now.

In this endeavour, the ancient wisdom of the Chinese philosopher Confucius remains profoundly relevant. He famously stated, “The strength of a nation is derived from the integrity of its homes.” This underscores that character building begins not in the classroom, but in the living room. A child’s first and most influential moral educators are their parents. A parent takes care of a few children, while a teacher in class may have 20 to 40 charges. A child typically spends more time with the parents and at home, rather than with a teacher in school. Confucius also emphasised the importance of leading by example: “When a prince’s personal conduct is correct, his government is effective without the issuing of orders. If his personal conduct is not correct, he may issue orders, but they will not be followed.” This principle applies equally to parents and teachers; we cannot lecture on values we do not ourselves embody.

Making Moral Education Effective: Beyond Textbooks

For moral education to be more than just another grade on a report card, its delivery must be dynamic, practical, and holistic, especially in countering digital pitfalls.

1.  Parents and Teachers as Role Models: The most powerful moral lesson is a consistent example. Children are astute observers of the behaviour of the adults around them. Parents must demonstrate honesty, empathy, and respect in their daily interactions, including their own use of technology. Similarly, teachers must be supported to reclaim their moral authority, respected not just for their knowledge but for their character.

2.  Interactive and Experiential Learning: Moving beyond rote memorisation, the curriculum must incorporate digital literacy and ethics, using:
       Role-playing: Allowing students to navigate scenarios involving cyberbullying, peer pressure to share explicit content, or ethical dilemmas online.
       Simulations and Case Studies: Analysing real-world cases of online harassment and its real-life consequences to build critical thinking and empathy.
       Community Service: Linking learning to action by involving students in projects that foster real-world connection and social responsibility, countering digital isolation.

3.  A Whole-School, Whole-Family Approach: Moral education cannot be confined to a 40-minute period. Schools must create an ecosystem that reinforces positive values and digital citizenship. Crucially, this must be supported by parallel awareness campaigns for parents, guiding them on monitoring digital exposure, having open conversations about consent and respect, and modelling healthy online behaviour themselves.

 A Collective Duty

The violent acts in our schools are a tragic reflection of a lapse that extends beyond school gates, deep into the digital spaces our children inhabit. While the Education Ministry must review disciplinary frameworks and integrate digital ethics into teaching, society cannot outsource character building to the system alone. Parents have the bigger and more fundamental responsibility to lay the ethical foundation and guide their children’s digital journey.

Let this moment be a catalyst. By combining the structured efforts of our schools with the unwavering, daily commitment of parents, we can begin to mend and strengthen the moral fabric of our youth. It is a duty we all share to ensure our schools remain safe havens for learning and character formation, and our homes the primary crucible where virtue is forged from a young age.

Dr Gan Siowck Lee

双赢的局面：通过学校搬迁转变马来西亚华小教育

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马来西亚的教育生态系统是一幅充满活力的织锦，反映了我们国家的丰富多样性。在这个体系中，华文小学（SJK(C)）长期扮演着关键角色，为国家的学术卓越和多元语言特质做出了重大贡献。然而，这个体系正面临一个矛盾的挑战：由于人口结构变化，东马和乡村地区的学校招生不足，而西马城市中心的学校却人满为患，需求空前

这不应是一个被哀叹的问题，而是一个亟待抓住的独特策略的机遇。我们有机会实施一个远见的解决方案，让每一位利益相关者——学生、教师、家长乃至国家本身——都能受益。提案很明确：系统性地将已停办的乡村华文小学的操作准证，重新安置到高需求的城市地区以建立新学校。

这不仅仅是行政上的重新安排，更是一项旨在追求教育卓越和国家团结的变革性策略。

解决过度拥挤和行政超负的双重危机

在巴生谷、槟城和新山等地的热门华文小学，原本为35名学生设计的教室挤进了45甚至50人。除了教室问题，行政管理负担也极其巨大。学生人数超过2000人的学校宛如小型企业，给校长及其团队带来了不可持续的压力。他们的工作重心从教育领导和教师支持转移到了危机管理、物流和人群控制上。

这种环境直接阻碍了教育部培养批判性思维、创造力和全面发展的目标。通过在这些城市地区创建新学校，我们可以实现两个重要目标：将班级人数减少到30人或更少的教学最优水平，并极大减轻这些“超级学校”的行政负担，让其领导层能够专注于真正重要的事情：教学质量和学生福利。

促进国民团结的强大引擎

这项倡议得到了一个在城市华文小学中日益常见的美好景象的支持：不同背景的学生在一起学习。非华裔家庭对这些学校的日益青睐，证明了其学术质量，也是我们国家结构的积极迹象。

这一趋势应得到鼓励和支持。通过重新安置准证，在多元种族的城市地区建立新学校，我们不仅仅是在建造华校；我们是在建立融合中心。我们正在创造空间，让所有社群的孩子可以并肩学习、分享文化体验、建立持久的友谊。这项政策直接支持通过教育培养团结的国家目标，使这些新学校成为现代、多元文化马来西亚的灯塔。

不容错过的机遇：一个提升质量的准证

新华文小学的准证是有限的。然而，我们有一个天然的解决方案：那些因不再 可用 而空出的学校准证正变得可用。与其让这些准证失效，我们不如将它们重新定位为国家教育资产。

这是一项财政上审慎且政治上有智慧的策略。它利用体系内现有的许可来直接回应已得到证实的需求——既来自华社，也来自非华社。这是一个务实的、基于证据的方法，用一个聪明的方案解决多个问题。

为每位利益相关者带来好处

这项政策是罕见的多赢方案。

1.  对学生而言： 减少班级人数是经充分证明能提高学生成绩的最重要因素之一。每个孩子都能得到更多个性化关注，从而带来更好的理解和更强的师生关系。
2.  对教师和行政人员而言： 这是对我们教育工作者 最大 的支持。教师得以摆脱倦怠，重新发现教学的乐趣，而超负学校的校长们则可以重获教育领导力，而不必再充当全职经理。
3.  对家长（所有种族）而言： 这项倡议扩大了 他们的孩子获得 备受追捧的优质教育jiui，让更多马来西亚家庭——无论背景如何——都能获得他们期望的教育机会。缓解了与入学季节相关的巨大焦虑。
4.  对教育部而言：此策略与提升教育标准和培养国民团结的国家议程完美契合。它展示了响应迅速和创新的治理——用一个聪明的内部解决方案解决紧迫的社会问题。

呼吁共同愿景

我们理解其中涉及的复杂性。土地 、资金和规划需要社区组织、州政府和教育部之间的仔细协调。

然而，社区的意愿是强烈的。家教协会和教育基金会一定能够准备好合作、筹款，并与政府携手实现这一目标。

我们敦促教育部将此视为一个 合作的 机遇，而非挑战。让我们共同努力，为这些学校准证的搬迁建立一个清晰的框架。

这关乎为所有马来西亚孩子建设更美好的未来。这是一个用专注学习取代过度拥挤、用高效管理取代行政压力、并积极培育这些教室中正在播下的国民团结种子的机会。

让我们勇敢果断。让我们制定策略。让我们抓住这个双赢的机遇，巩固我们国家未来的基础。


颜淑女博士

前教育学副教授

Universiti Putra Malaysi

Bullying beyond schools and workplaces

This write-up was published in the Sun on 17 Oct 2024 pg.10

Bullying in schools, workplaces, and on social media has been increasingly highlighted in recent headlines. Is this issue more rampant now? Not necessarily. Bullying has long been a significant problem, but increased awareness and expanded reporting platforms have brought it more into the spotlight. Social media, in particular, has extended bullying beyond traditional environments, allowing cyberbullying to occur anytime and anywhere. This makes it more pervasive, persistent, and harder to escape, which can give the impression that bullying is more common today.

Bullying is often viewed as a social malaise, but it is actually both a social and psychological problem, involving complex interactions between individual behavior and societal dynamics. Its causes are multifaceted, including power imbalances, social hierarchies, and psychological factors like insecurity, aggression, or a desire for control. Women and girls, especially, are often disproportionately affected by bullying, typically by men in positions of power. Factors like power dynamics and psychological motivations often contribute to this behavior, where traditional gender roles and societal norms perpetuate male dominance. Men who bully women often have underlying psychological issues such as low self-esteem, a need for validation, or past experiences of abuse. These issues can drive them to project their insecurities onto others, particularly women they perceive as vulnerable.   

In Malaysia, school and workplace bullying are handled by the Ministry of Education and other relevant ministries and government agencies, while cyberbullying is addressed by the Malaysian Communications and Multimedia Commission (MCMC). Despite these efforts, improvements in policies and enforcement are needed to more effectively address bullying in all its forms.

One overlooked area is perhaps bullying within private sports and social clubs, as well as thousands of societies/associations such as Residents’ Associations; including political parties and NGOs, all of which come under the purview of the Registrar of Societies (ROS) in the Ministry of Home Affairs. These entities play an important role in community bonding, but bullying can lead to divisions and a less cohesive community. Addressing bullying in these settings will foster healthier communities and reinforces positive social standards.

A recent case of blatant bullying of a lady member through abuse of power by its leadership in a prominent sports and social club of Royal status in the Klang Valley has underscored the need for ROS to take a more proactive role in ensuring good governance in clubs to curb this bullying issue. Bullying within a club, particularly when involving individuals in authority/power who selectively enforce rules or apply discriminatory punishments, -- to the extent of breaching club constitutional rules to impose a wrongful conviction -- undermines the integrity of the club and alienates members. The Societies Act provides a framework for overseeing club activities, but enhancements to this oversight could offer better protection to members, especially if good governance based on the rule of laws is emphasized. Suggestions include:

1. Strengthen Oversight and Monitoring Mechanisms

Enhanced Reporting Systems: ROS could implement a reporting mechanism (much like the ADU@KL of DBKL) where members can complain and report instances of bullying, discrimination, or unfair treatment without fear of retaliation. This would allow issues to be addressed at an early stage before they escalate to legal suits in court.

Regular Audits and Inspections: ROS could conduct more frequent and unannounced audits of clubs -- especially for those with a track record or history of disputes and court cases with members -- focusing on compliance with constitutional rules and byelaws. Audits could include reviews of how rules are enforced and whether there is evidence of discrimination or bias.

External Ombudsman: Establishing an independent ombudsman for clubs and societies could provide a neutral party to whom grievances can be reported. This role could ensure that all complaints are investigated fairly and that corrective actions are taken in a timely manner.

2. Clearer Guidelines on Governance and Accountability

Transparent Rule Enforcement: ROS could mandate that clubs provide clear, written policies on how rules are enforced, including specific criteria for punishments and disciplinary actions. This would help ensure that enforcement is consistent and fair. In the case cited above, the lady member was punished disproportionately with 3 months’ suspension and RM 500 fine based on a wrongful conviction. This double punishment is rare and unprecedented in the club, and is widely perceived by club members as a case of bullying, selective prosecution and victimization.

Mandatory Training for Club Officials: Implementing mandatory training for club officials on ethical leadership, anti-bullying, and anti-discrimination practices would help foster a more inclusive environment. This training could be required by ROS as part of the process for elected or appointed club positions.

Governance Audits: Periodic governance audits by ROS could assess the fairness and transparency of decision-making processes within clubs. These audits could be used to evaluate the extent to which officials adhere to ethical governance standards and rules of law.

3. Enhanced Legal Recourse and Enforcement

Stronger Legal Consequences for Misconduct: ROS could work with legal authorities to establish clearer legal consequences for club officials who engage in bullying or discriminatory practices. This could include penalties for clubs and individual officials that fail to take action against bullying or are themselves involved in bullying!

Empowered Mediation and Arbitration Services: Offering mediation and arbitration services through ROS could provide a formal pathway for resolving disputes between members and leadership. This could be an alternative to legal action, providing a quicker, less costly way to address grievances.

In conclusion, it goes without saying that regular reviews of the Societies Act would help keep governance practices of clubs and societies up-to-date with current challenges, including the issues of bullying. This review process could include input from members of the public, legal experts, and civil society to ensure a broad perspective on needed updates.

East West Center Alumni & Friends Get Together

 

Date: 29 August 2003 Time: 7 pm to 9 pm KL time Hosted by President of the East West Center, Suzanne-Vares Lum

Venue: Element Kuala Lumpur 8 Lorong Binjai Kuala Lumpur 50450 Malaysia About 50 alumni and friends turned up for the reception.

ChatGPT cannot solve math problems?

According to a test done by someone in the US, ChapGPT cannot solve a simple Grade 5 math problem. I am not surprised, as it is not built for math, it is an AI language model. 

Anyway, here's the problem posed to ChatGPT:

Q:  Klein read 30 pages of a book on Monday and 1/8 of the book on Tuesday. He completed the remaining 1/4 of the book on Wednesday. How many pages are there in the book?

Here's the answer from ChatGPT, after a long few minutes!

Let's represent the total number of pages in the book by "x".

Klein read 30 pages on Monday, so the remaining number of pages in the book is (x - 30).

On Tuesday, he read 1/8 of the book, which is (1/8)x pages. So the remaining number of pages in the book after Tuesday is (x - 30 - (1/8)x) = (7/8)x - 30.

On Wednesday, he completed the remaining 1/4 of the book, which is (1/4)(7/8)x = (7/32)x pages.

Since Klein completed the entire book on Wednesday, we can set up an equation:

(7/8)x - 30 - (7/32)x = x

Simplifying this equation, we get:

(21/32)x = 30

Multiplying both sides by (32/21), we get:

x = 45.71 (rounded to two decimal places)

Therefore, there are approximately 45.71 pages in the book.

A simple solution made complex!!! What is your answer? 48? 

My conversation with ChatGPT about China and the US

Just how "intelligent" is ChatGPT? The following is a Q & A session I had with ChatGPT to find out a bit about how it works. My ultimate goal is, of course,  to determine how CharGPT can be used as a tool to enhance teaching and learning. Looks like I need to do much more testing to come up with a workable model for this purpose. 

For starters, the prelim test of a simple Q & A was done to set the parameters within which ChatGPT works:  

Q: What is China's 12 point peace plan for Russia-Ukraine war in 2023?

I'm sorry, but as an AI language model, I do not have access to current events beyond my knowledge cutoff date of September 2021, and I cannot predict future events. It's best to consult reputable news sources or diplomatic channels for information regarding any developments related to the Russia-Ukraine conflict.

And now, here's my  Q & A session with ChatGPT: 

One China Policy and the US

Q1: Does one China policy mean that US recognise Taiwan as an integral part of China?

Yes, the One China Policy is a diplomatic policy in which the People's Republic of China (PRC) asserts that Taiwan is an integral part of China. As a result, countries that adhere to the One China Policy do not officially recognize Taiwan as a separate sovereign state but instead recognize the government of the PRC as the sole legal government of China. The United States recognizes the One China Policy and officially acknowledges the government of the PRC as the only legitimate government of China, including Taiwan as part of China.

Q2: If the US adheres to the One China Policy, doesn't it mean that it should not interfere if China takes over Taiwan to rule it as a province of China?

The One China Policy does not imply support for any specific actions or policies regarding Taiwan, including the use of force by China to take over Taiwan. The policy is primarily a diplomatic stance that acknowledges China's position that Taiwan is a part of its territory, and it does not prejudice the U.S. position on the future status of Taiwan.

The U.S. has long supported a peaceful resolution to the Taiwan issue, calling on both sides to engage in constructive dialogue to find a peaceful solution that is acceptable to both parties. The U.S. has also maintained its commitment to the Taiwan Relations Act, which provides for the U.S. to supply Taiwan with defensive weapons to help maintain its self-defense capabilities.

In summary, while the U.S. recognizes the One China Policy, it does not necessarily imply that the U.S. will not take action to defend Taiwan or support a peaceful resolution to the Taiwan issue.

Q3: Isn't it interference of China's sovereignty and internal or domestic governance if US insists on preventing China from re uniting with Taiwan, a part of China?

The issue of Taiwan is a complex one, and the question of whether it is a part of China or an independent sovereign state is a matter of dispute. While China claims Taiwan as part of its territory, Taiwan operates independently and has its own government, military, and economy.

From the perspective of the U.S. government, the question of Taiwan's status is a matter of international peace and stability. The U.S. recognizes the importance of maintaining peace and stability in the region, and any unilateral attempt to change the status quo, including the use of force, would be a serious concern for the U.S. government.

The U.S. has a long-standing policy of supporting a peaceful resolution to the Taiwan issue through dialogue and diplomacy, and it has made clear that any resolution must be acceptable to both sides. The U.S. also maintains its commitment to the Taiwan Relations Act, which provides for the U.S. to supply Taiwan with defensive weapons to help maintain its self-defense capabilities.

In short, while the U.S. acknowledges China's claim to Taiwan as a part of its territory, it also recognizes the importance of preserving peace and stability in the region and supporting the democratic values and human rights of the people of Taiwan. As such, the U.S. may take actions that it deems necessary to protect those interests.

Q4: Why should US protect the democratic rights of Taiwan people if it recognises Taiwan as a part of China? 

The U.S. government recognizes Taiwan as a vibrant democracy with a strong commitment to human rights, civil liberties, and the rule of law. Taiwan is a valued partner of the U.S. in the Asia-Pacific region, and the U.S. has an interest in ensuring that Taiwan remains a peaceful and stable society that is able to exercise its democratic rights and freedoms without interference from outside forces.

The U.S. has a long-standing policy of promoting democracy and human rights around the world, and it believes that these values are essential to maintaining peace, stability, and prosperity in the international system. As such, the U.S. may take actions to protect the democratic rights of the people of Taiwan and support their ability to participate fully in the international community.

While the U.S. recognizes the One China Policy, it does not preclude the U.S. from taking actions to support the democratic values and human rights of the people of Taiwan, or to defend Taiwan from external threats. The U.S. has a responsibility to protect its interests and those of its allies in the region, and this may require the U.S. to take actions that support the democratic rights of the people of Taiwan.

Q5: I think your views about US protecting Taiwan against PRC are warped and rather illogical....

As an AI language model, I do not hold opinions or views, but rather provide information based on available sources and facts. I strive to present a balanced and objective perspective on the topic at hand.

Regarding the question of the U.S. role in protecting Taiwan, it is a complex issue with differing perspectives and opinions. The U.S. has a longstanding commitment to peace and stability in the Asia-Pacific region and has maintained close ties with Taiwan since the establishment of the Taiwan Relations Act in 1979.

While the U.S. recognizes the One China Policy and acknowledges China's position on Taiwan, it also has an interest in maintaining a peaceful and stable environment in the region, which includes protecting the democratic values and human rights of the people of Taiwan. The U.S. has stated that it does not support unilateral changes to the status quo, including the use of force, and that any resolution to the Taiwan issue must be peaceful and acceptable to both sides.

Ultimately, the question of the U.S. role in protecting Taiwan is a matter of international relations and diplomacy, and it will continue to be debated and discussed by experts, policymakers, and stakeholders on all sides.

So, what have you learnt about the limitations and strengths of ChatGPT based on the prelim simple test above? 

Seniors' Wildgoose Chase for Sinovac Booster

December 2021

One of the recent announcements from the MOH (Ministry of Health) is that all seniors aged 60+ who have received two doses of Sinovac earlier will have their fully vaccinated status withdrawn in February 2022 if they do not get their booster shots by then. It is not mentioned though if the booster must be Pfizer which is provided free. Given such urgency as reflected by the stern warning, does the authority wonder why many seniors are still dithering?       

When 40% of the seniors did not show up for their booster shot appointments in November last year, for whatever reasons, the authority responded quickly with various announcements. It was from the horses’ mouths, through their tweets or media statements, we learnt that Sinovac boosters would be approved soon by the MOH and made available at PPVs (Pusat Perkhidmatan Vaksinasi) nationwide, in STAGES. Seniors, especially those who cannot take Pfizer boosters because of medical issues, can now request for Sinovac at the PPVs they are assigned to. However, up until end of December last year, when these seniors received their booster shot appointments – some for the 5^th time!!! -- they found that Sinovac booster is still either unavailable at the PPVs, or they have to PAY for it! Some irate seniors quipped that announcements by the various authorities in November last year were like smoke screens, ambiguous and lack clarity, leading to confusion and false expectations. Perhaps it was a case of the media reporters misquoted or misinterpreted the tweets and announcements? We hope the authority will quickly clarify this matter by stating explicitly if it is MOH or Cabinet decision that seniors must either take the free Pfizer boosters or PAY for Sinovac boosters.

Given that worldwide, vaccine booster is a highly politicized issue, with experts and various studies offering conflicting opinions and conclusions, it is important that rakyat are not forced to accept the mandate “take the Pfizer booster for free, or PAY for Sinovac booster if you need it”.

One can understand the need to speed up the booster program before the huge stockpile of costly vaccines expires. But the MOH must get its priorities right and be more systematic in the booster roll-out operations. It is really not a Herculean task to find out the reasons behind the 40% no-show for booster appointments, and follow up with appropriate actions. One just needs to look into the database, identify those who need Sinovac boosters because of medical issues or fear of heterologous boosters, and let them get their desired boosters soonest possible. As it is, until quite recently, boosters have been offered to walk-ins of all ages rather randomly. A friend who accompanied her mother for her booster appointment at a PPV found the venue so crowded that they had to stand and wait in the hot sun for hours. It is no surprise that the duo decided to just return home to wait for another appointment!

Over the past two month or so, there was sporadic news of free Sinovac boosters being given in PPVs in the Northern states of Kedah and Penang, Triang in Pahang, and even in Senawang Convention Center in Seremban. There were reportedly long lines of walk-ins, including some anxious seniors who started to queue from as early as seven in the morning to ensure getting the Sinovac boosters. Surely the authority should feel some compassion for them, especially if they are the ones who cannot take the Pfizer booster because of some medical issues? Why subject these seniors to such hardship and unnecessary risk? This aside, why is there still no clear plan or schedule of where the ‘promised’ Sinovac vaccines are being sent to nationwide? Why such a haphazard way of distribution? Can ProtectHealth website do more than just listing the PPVs? Perhaps they can include contact information and also state clearly what vaccines are available for FREE at which PPVs and when? This will save a lot of frustrations having to find the contact information of PPVs and then call them – often to no avail-- to find out what vaccines are available.

Sometime last month, Selangor started offering about 15,700 free Sinovac boosters, supposedly to complement the effort of the Federal Government. However, it seems to be for walk-ins too with no priorities for seniors. It is not clear where the state government has acquired or purchased the Sinovac boosters. Whatever, this program presents a glimmer of hope for many seniors in the Klang Valley who had been frustrated with their wildgoose chase for the elusive free Sinovac boosters ‘promised’ since November last year.  After turning down two or three appointments, many just gave up the wait for more appointments from MySJ. They either paid for the Sinovac boosters or just tried their luck with Selangor Government’s offer through Selvax/Selangkah. For the latter ‘lottery’, some had to wait till end of January and even February for the booster appointments.

There is also this urgent question about the two million doses of Sinovac donated by China recently. Together with the one million or so doses donated earlier last year, there are now perhaps a total of 3 million donated doses in the stockpile? Surely we must try to use them up quickly before the need to extend expiry date once again? Interestingly, some photos of China-made Sinovac vials have been circulated on social media, allegedly taken in PPVs and private clinics where payment is required. Could this be malicious fake news? We hope so because all rational right thinking people know that it is unethical and morally wrong to make the rakyat pay for donated vaccine boosters. What more when vaccination is a national public health service that should be FREE for all rakyat? To quash such ‘rumors’, it is time the MOH starts making the distribution of these donated Sinovac boosters more systematic and transparent. The rakyat and tax payers have the right to know where exactly these three million doses will be sent to and when, who will get them for free and who will have to pay. If not, lack of transparency will only fuel more speculations and undermine the MOH’s effort in speeding up the nation’s vaccination program.

Booster Shot Concerns

(An abridged version with a different title was published in The Sun/ The Star 15 Nov 2021)

News that the Ministry of Health will be giving booster jabs to all frontliners and seniors is welcome by most quarters. Unfortunately, the recent announcement by the Minister of Health that Pfizer booster jabs will be given to seniors who already received two doses of Sinovac has created a lot of anxiety and uneasiness. This is especially so for those who are well read. They have strong apprehension about the safety of such heterologous booster shots. To add to their alarm is the press statement by the minister that this heterologous administration will be part of the government study, done in an off-label manner, meaning this booster jab is used in a way other than officially approved for. So, can we blame the seniors for the perception that they are being used as guinea pigs?!

Even though it was barely a few days ago that MySejahtera  has started notifying these seniors about their booster jab appointments, the ministry should have got the drift by now. Many seniors either did not confirm their appointments, or they    confirmed but did not show up for the vaccination. MySejahtera only asks recipients of booster jab offers to click a button to confirm, no other options are available. (Sounds like hard selling snake oil, take it or leave it, as one senior quipped!)  Those who found the date and time of jab appointment unsuitable tried calling helpline, but like before, to no avail. Some just clicked to confirm, out of anxiety, and then decided not to show up. One senior complained that he was given two doses of Sinovac because of health issue, but now they want to give him Pfizer as booster!

Many people are of the opinion that the decision to mix two Sinovac jabs with Pfizer as booster shot is not substantiated by findings of any study or analysis of data collected by the Ministry of Health thus far. It is callous to say the least, subjecting the vulnerable seniors to unknown and unnecessary risks. This is especially so in the midst of many experts, including a WHO scientist, warning and cautioning the use of heterologous vaccinations by individuals. (https://www.reuters.com/business/healthcare-pharmaceuticals/who-warns-against-mixing-matching-covid-vaccines-2021-07-12/..... ) The Chinese government is also very prudent and responsible, stating that there will be no mixed booster shots until scientists are sure.  (https://www.scmp.com/news/china/science/article/3153424/no-mixed-covid-19-booster-shots-china-until-scientists-are-sure)

Therefore, our burning question is: Why not give a third Sinovac to these seniors as booster? After all, a study in Turkey involving 30 million vaccinated citizens has indicated that the highest level of protection was seen in people who received three doses of inactive vaccines (Sinovac), rather than in those who received two doses of inactive vaccines and one booster shot of an mRNA vaccine (Pfizer). (https://asia.nikkei.com/Spotlight/Coronavirus/COVID-vaccines/3-doses-of-Sinovac-is-better-than-mixing-with-Pfizer-Turkish-minister) Our neighbor Singapore down south is doing just that now, giving three doses of Sinovac to those who do not want mRNA vaccine as booster. Can we do the same here?

 

MOE needs to be more proactive

 ( A slightly edited version, re titled Revolutionise pedagogy at schools, was published in the Sun, 14 June 2021) 

Recent news reports about 20,000+  Covid cases among children and 20+ school clusters have raised alarm and concerns among many, especially parents. With the current surge in Covid cases nationwide and worldwide, it looks like the battle with the virus will be a long haul, as expected. Even though the long-awaited vaccines are now available, and will be administered to all Malaysian soon, it is unlikely that we will be out of the woods in the near future. What’s more, the recent emergence of more contagious and dangerous new variants and mutants only makes the battle more formidable and the future more uncertain. Perhaps it is timely now for all Malaysian stakeholders in education to learn from the past year and seriously re think outside the box, to plan for the re-opening of schools if and when it does happen in July as announced.  

Based on what we have learned since March 2020, we have to start our re thinking with the following premises in mind:

1)      We cannot assume that the pandemic will end soon – even now with the arrival of vaccines and the attainment of herd immunity -- be proactive and prepare for the long haul

2)      We cannot impose complete shutdown of schools for the long term, and assume that most of our students are able to learn effectively online, or that online learning can supplant face-to-face learning in schools

3)      We must change our mind sets to take this crisis as an opportunity to re model schools and  transform education in schools in the real sense

4)      We must take steps so as not to subject the 2021 cohort of SPM, STPM and other examination- class students to the same predicament of their 2020 counterparts

5)      Although the 2020 SPM results seem to suggest an overall improvement rather than a decline as most people expected, we must proceed to analyze the results of the examination in greater details. Such analysis must be done to identify knowledge/skill  gaps which may provide useful information for the re planning and adjustments of school curriculum and tertiary education programs for the 2021 and 2020 cohorts respectively.  

Thus far, complete shutdown of schools seems to be the favorite solution since March 2020,  even at times when circumstances were not as dire as March this year when schools re opened briefly, much to the chagrin or even shock of many. My point is, during the intermittent periods of school opening in that one year, plans could have been in place to re model schools to allow examination class students more access to classroom learning, with other students attending classes on a rotational basis, as this writer has advocated as far back as April 2020.  Will the MOE (Ministry of Education) be willing to try this model when schools are deemed safe to reopen later, in the near future? 

Not too long ago, Sibu succeeded in getting the permission to have their pupils attend schools on a rotational basis. Some independent Chinese schools in peninsular Malaysia did the same since sometime last year. One of them has sufficient resources to divide an examination class of over 40 students into two, with half of them attending the class, while the other half following the same lesson simultaneously in another classroom with a large TV screen. This was done on a rotational basis. If I remember correctly, schools in Germany also implemented rotational schooling since August last year. These were all attempts to ensure social distancing in an over-crowded classroom or school. Without such measures, schools must surely be the most crowded ‘public’ place -- by today’s standard -- other than the morning and night markets?! It is time the MOE seriously think about how to implement rotational schooling as a new norm, to reduce crowding in the classroom and schools in the not so distant future. 

As announced by MOE earlier this year, the complete shutdown of schools nationwide for months on end, will not be repeated this year. Is this good and comforting news for the parents and even teachers? Probably no, especially in schools with high enrolment of one to two thousand students or more, and classroom with more than 40 students, which is not uncommon in many vernacular schools. Thus, rotational schooling is certainly worth serious consideration if we have to adopt the new norm of reducing students’ exposure to viral load, avoiding crowd and maintaining social distancing.  

MOE has talked about plans to build more classrooms or provide better internet access and devices to schools and students, but all these involve high cost and are not achievable in a short time. Relying on the PdPR (home-based learning) guidelines and the less than adequate DidikTV  programs is certainly no solution too for the majority, as we have learned.

Should we then continue the hype of online learning, and lull ourselves into believing that it is indeed the best and only solution, regardless of what survey data have told us about the lack of accessibility to devices and broadband among the majority of our 5 million plus students in schools? The ad hoc distribution of 150,000 devices will certainly not help close the digital divide between the haves and have-nots. In fact, the majority of students who have missed out on learning during the school shutdown last year are not confined to those in the B40, they also include many of the M40. Unfortunately, these parents have no voice, their complaints are seldom, if ever heard.  

Frankly, to say that the public is disappointed with the lack of foresight and planning by our MOE is an understatement. If only they have heeded opinions and suggestions from various stakeholders in the past year, they could have acted proactively then to minimize disruption in schooling, and will be better prepared this year. As mentioned above, as far back as April last year, in newspapers and social media, this writer has advocated that MOE make plans to revolutionize and transform teaching-learning in schools, to re model schools for the long term. I would like to reiterate here ideas shared then:

1)     In the worst case scenario without any better alternatives in sight, students should go to schools on alternate days or on a rotational basis, to reduce class size for social distancing. This sounds unthinkable, even unacceptable to many, but desperate time needs desperate measure. Each class can be split into two groups with the teacher repeating the same lesson to them on two separate days. This way, students can at least learn something in schools, albeit maybe half of what is supposed to be learned in the syllabus. Otherwise, as has happened last year, without an inclusive online and e-learning strategy, even with the much vaunted PdPR and DidikTV, majority of the students are whiling away their time at home.

2)     All is not lost in the above scenario as learning can still be optimized to match the conventional 5-day classroom teaching, if teachers are able to use blended learning and the flipped classroom approach effectively. Lessons are properly planned whereby students are given a variety of learning materials for directed reading or activities and/or assignments to complete at home for one day. This is followed by face-to-face interactions and discussion—where real learning is said to take place -- the next day in the classroom. This way, it is possible to condense two days’ lessons into one day in the classroom and one day at home. The devil is in the details for creative teachers to figure out how best to achieve this goal.

Needless to say, now is actually the time to revolutionize and transform teaching-learning for the long term. The MOE should have made plans to upskill teachers for online and e-learning not only in terms of technology, but more so in pedagogy. Master teachers should have been identified to help  develop content in PdPR to build a repository or library of resources (e.g. sample lesson plans) for e-learning and online learning to support blended learning and the flipped classroom approach, which can effectively improve the quality of learning and at the same time reduce face-to-face classroom teaching through a rotational schooling system.

3)     From April last year till now – more than one year later – if only each class teacher has collected detailed information about his students’ access to devices and broadband, such vital information can now be used to re-organise and re-shuffle all classes:  Students with adequate access to devices and broadband can be re-grouped into a class under the tutelage of teachers who are savvy in both the technology and the pedagogy of online teaching-learning. These students can opt to stay away from school for online and e-learning from home (PdPR), with occasional face-to-face classroom sessions with their teachers, and practical work in the laboratories. They can free up physical space in the classroom for their classmates – who have no means for engaging in online learning – to continue with the conventional classroom teaching-learning with other teachers.

The above suggestions are only general ideas which are to be mixed and matched, or modified according to differing circumstances in different schools. Primary and secondary schools are different, and urban schools definitely vary from rural ones. No top down single approach from the MOE will work for all, one size doesn’t fit all. How these ideas are to be mixed and matched or optimized will depend much on the ingenuity, creativity and problem-solving skills of each individual teacher under the leadership and organizational skills of the school principal and his core senior or master teachers. Needless to say, schools must be given some degrees of autonomy in implementation and operation, perhaps with the oversight and support of state and district education departments.   

As of now, students sitting for the SPM and STPM examinations by end of 2021 are already complaining that they are not well prepared because of the lost year of learning in 2020. Although the MOE has announced that these examinations will be postponed to February and March 2022, will this deferment help much if a plan is not in place now to make up for the missed classes and learning during the lost year? Flipped classroom and blended learning may well be the answer for accelerating learning to make up for missed lessons in 2020, with rotational schooling to reduce class size and overcrowding when and if schools reopen. In short and in conclusion, schools must now be re modelled to transform education, not just during this pandemic, but right into the future. 

What's the SOP for administering vaccine jab?

(Published in the Star 24 May 2021)

Of late, several video clips have been making the rounds on social media, alleging that some people were injected with empty syringes or that insufficient doses were administered. Although at least one of such video clips had since been found to be a case of misunderstanding, others are still awaiting investigations. This has naturally alarmed the public, prompting some to take precautionary measures when they turned up for their vaccination. One of my friends, a retired dentist, asked to see the bottle and the syringe after her jab, as she wanted to take photos, but was refused and told to respect the nurse’s job! A very delicate situation indeed. Another friend who went to another vaccination center had no such problem. The nurse was very professional, showed her the vial and syringe both before and after the jab.

Such different experiences at two vaccination centers beg the question: Does the SOP for the nurses who administer jabs require them to show the vial and syringe before and after each jab? If yes, well and good, ALL nurses should just follow the SOP and no questions will be asked. If no, I think it is high time the authority reviews the SOP to ensure such transparency in the vaccination process.

In conclusion, it must be emphasized that although we have utter respect for and confidence in our thousands of dedicated frontliners, there is no denial that such malpractice though rare, can happen, as has already been found out in some other countries.        

Speeding up Second Phase Registration and Vaccination

Elderly wary of vaccines 

(A slightly edited version with this title was published in the Star 16 April 2021)

The Minister of Health is wondering why most of the seniors have not registered for the second phase vaccination. Although I have not done a survey to find the exact answer, many people including medical and other professionals from this age group have shared with me their thoughts related to this matter. One of the main reasons is that they are waiting to see if the authority will eventually be “enlightened” and “caring” enough to give them the choice of what vaccine they want to be inoculated with. Many feel outraged that they do not have a choice of what is injected into their bodies!

Given that most of the vaccines now available worldwide have not been ADEQUATELY tested, and that some involve relatively new technology; their preference for a vaccine they deem more widely “tried and tested” and therefore “safer”, is perfectly understandable.  Besides, there is also the perception that some ministers, both past and present, have used the “delay strategy” – not to mention other covert ways -- to get their preferred vaccines. So, these seniors harbor the hope that if they wait and see, they too may get their choice vaccine later!

What can the government do to speed up registration and vaccination for the coming second phase involving these “wait and see” seniors? Firstly, let us bear in mind that seniors are a very vulnerable group, many with complicated or even multiple medical pre conditions that warrant careful considerations when it comes to vaccination. Secondly, risk factors have to be minimized when choosing a vaccine for them, in light of various negative reports about undesirable and longer term side effects of some new tech vaccines, whether proven or not at this point in time. As such, those seniors who are well informed would surely be more willing to register for vaccination if they are given a choice. As it is now, it does look to them like “register now, and you risk not knowing what vaccine you are going to be injected with!”

At this juncture, I would also like to refer to a letter to the editor “Don’t deny right to choose vaccine” (The Sun, 22^nd Feb. 2021). Various people have also voiced similar opinion since then, but all to no avail so far. Not too long ago, the government finally announced that they will be getting the private hospitals involved to speed up registration and vaccination. This is good news.  Perhaps now is the time to seriously consider giving the public, especially the seniors, a choice. The MOH can just announce which hospital is using which vaccine so that people who prefer that particular vaccine can register with the hospital concerned. This will kill two birds with one stone: Speed up registration and vaccination, and at the same time, give people a choice. From what I heard recently, in Singapore, each vaccination center only carries one type of vaccine. So, the public effectively get to choose the vaccine they prefer when they register with the center of their choice. Is this not something we can do here in Malaysia?  In addition, since the government is looking into setting up vaccination centers in big factories and workplaces, why not include recreational clubs with sizable senior membership, such as the Royal Lake Club and Royal Selangor Club in the Klang Valley?

Finally, to protect the vulnerable seniors and to attain herd immunity nationwide as soon as possible, we cannot wait for the private hospitals to procure their own vaccines. It will be too long a wait, knowing that currently there is an acute shortage of vaccines worldwide. We have to start the government vaccination programs in private hospitals NOW and not later.

Don’t deny right to choose vaccine

 Published in The Sun, 22nd Feb. 2021

Amidst the rush to get ourselves vaccinated against the corona virus, many are wondering why is it that we the taxpayers are denied the right to choose the type of vaccine we prefer. Is it not a tenet of democracy that we should have this right of choice? Maybe both the legal experts and the medical professionals can weigh in with their views and enlighten the public? We heard that in some countries, Republic of Serbia for one, people there actually have a choice of which vaccine they prefer to be inoculated with.

Perhaps this is also an opportune time for the Malaysian government to carry out a survey to find out which vaccine is preferred by the rakyat of Malaysia. This can be easily incorporated into the registration process, whether in MySejahtera or other platforms. We also believe that this whole exercise of vaccination should be carried out with absolute transparency, making public details such as the distribution of the different vaccines by phases, and by states in the country. In this context, needless to say, we are particularly interested to know what kind of vaccine all the ministers --  especially those who were involved in vaccine procurement -- will be receiving, for the sake of accountability, if nothing else. Last but not least, as recipients of the vaccine, we would like to know if the authority will inform us about which vaccine we are receiving, before we turn up for the vaccination.

Remodelling Schools (in post Covid 19 Era)

(Published in the Sun on 15^th April 2020)

More than two months into MCO, and it looks like we still do not have a solid plan in place to re model our schools or transform teaching-learning to meet the challenges brought upon us by the Covid-19 pandemic. There are claims that with the closure of schools, many have switched to online and e-learning, but such efforts are hardly the new norm, they are probably confined to some urban or private schools where both teachers and students are more tech savvy, and have access to the necessary devices and broadband. For the vast majority of the nearly 5 million students with limited access to both devices and broadband, the government has rolled out Program TV Pendidikan or Kelas@rumah which runs for only two hours a day! This is certainly inadequate and many parents complain that the content delivered seems to be rather arbitrary, not specific with regard to both subject syllabus and levels of learning.

The latest announcement by the Ministry of Education is that when schools reopen, hopefully in the not too distant future, every classroom should not have more than 16 or 17 students, in accordance with the requirement of social distancing. This is not tenable except for maybe private schools and those schools in the rural area which are under-enrolled. Replacing conventional classroom teaching by the much touted online and e-learning seems to be the only solution if Covid-19 prolongs its hold or even stays for good until a vaccine is available. But this is simply not feasible nationwide, because a survey by the MOE of 900,000 students show that ownership of computers and tablets is only 6% and 9% respectively, although smartphone ownership is much better at 46%. In addition, all such devices are often shared among family members and school going siblings, thus putting further limit and strain on accessibility. Increasing access to devices and broadband is a must to narrow such digital divide between the haves and have nots in online and e-learning. But again this is an unachievable goal within a short time for now as it involves immense financial resources and prudent planning. Let us not forget that bridging this digital divide has been a goal since the era of the Smart Schools in the 1990s and where are we today? Not much has changed or improved. The reality is that a top down nationwide implementation of inclusive online and e-learning to replace conventional schooling is impossible at this point in time, not just here in Malaysia, but also most countries worldwide.  

Given the grim scenario described thus far, here are some practical suggestions and ideas that should be considered to minimize disruption to conventional schooling for an expected extended period of time to come:

1)     In the worst case scenario without any better alternatives in sight, students should go to schools on alternate days or on a rotational basis, to reduce class size for social distancing. This sounds unthinkable, even unacceptable to many, but desperate time needs desperate measure. Each class can be split into two groups with the teacher repeating the same lesson to them on two separate days. This way, students can at least learn something in schools, albeit maybe half of what is supposed to be learned in the syllabus. Otherwise, as it is now, without an inclusive online and e-learning strategy, majority of the students are whiling away their time at home.

2)     All is not lost in the above scenario as learning can still be optimized to match the conventional 5-day classroom teaching, if teachers are able to use blended learning and the flipped classroom approach effectively. Lessons are properly planned whereby students are given a variety of learning materials for directed reading or activities and/or assignments to complete at home for one day. This is followed by face-to-face interactions and discussion—where real learning is said to take place -- the next day in the classroom. This way, it is possible to condense two days’ lessons into one day in the classroom and one day at home. The devil is in the details for creative teachers to figure out how best to achieve this goal.

Needless to say, now is actually the time to make plans to revolutionize and transform teaching-learning for the long term, with or without Covid-19 and social distancing. The Ministry of Education should plan for upskilling of teachers for online and e-learning in terms of technology and more so in pedagogy. Master teachers should also be identified to help industry develop content to build a repository or library of resources for e-learning and online learning to support blended learning and the flipped classroom approach which can effectively improve the quality of learning and at the same time reduce face-to-face classroom teaching.  

3)     In every school, each class teacher should collect detailed information about each of his student’s access to devices and broadband. With such vital information, each school can re-organise and re-shuffle all its classes so that students with adequate access to devices and broadband will be re-grouped into a class under the tutelage of teachers who are savvy in both the technology and pedagogy of online teaching-learning. These students can opt to stay away from school for online and e-learning from home, with occasional face-to-face classroom sessions with their teachers and practical work in the laboratories. They can free up physical space in the classroom for their classmates – who have no means for engaging in online learning – to continue with the conventional classroom teaching-learning with other teachers.

The above suggestions are only general ideas which are to be mixed and matched, or modified according to differing circumstances in different schools. Primary and secondary schools are different, and urban schools definitely vary from rural ones. No top down single approach from the Ministry Education will work for all, one size doesn’t fit all. How these ideas are to be mixed and matched or optimized will depend much on the ingenuity, creativity and problem-solving skills of each individual teacher under the leadership of the school principal and his core senior or master teachers.