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? 

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. 

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.   

A solution to the Jawi Conundrum

(Published in The Sun 23 December 2019)

The implementation of Jawi script in the BM curriculum of vernacular schools is still mired in controversies, with many questions still unanswered and ambiguities not clarified. The conundrum has been festering since July with no quick end in sight. There is an urgent need now to find a solution, especially when the new school year is just round the corner! If this disagreement between the government and the stakeholders persists, the whole issue may well spin into a cesspool that will pose more challenges and problems for the MoE and the government at large in years to come. As it is now, there is a lot of confusion among members of the general public, but what is more alarming is that judging by the statements they made, even some Cabinet Ministers seem confused!

If only the MoE or the Cabinet is willing to provide honest answers to questions asked which they have evaded thus far, there is probably a quick and easy solution to the conundrum.

For starters, the MoE or the Cabinet should answer ONE very important question which this writer has asked, and perhaps many others have followed suit and asked, repeatedly. (Whither education reform? The Sun Aug 14). If it is addressed clearly without ambiguity, it will allay all fears and suspicions that learning to read and write Jawi script will eventually creep into the vernacular school curriculum, against the best interest of the pupils.

It must be reiterated that stakeholders do not oppose learning ABOUT Jawi, they only oppose the learning of Jawi, an Arabic script/alphabet for writing BM. These are two entirely different things. Most people with common sense can understand this opposition to and apprehension about learning Jawi script, as it is common knowledge that as it is now, vernacular school children are already overburdened with learning two entirely different language coding systems: Chinese/Tamil (each with a unique coding system of its own) plus English and BM using the same Roman alphabet for spelling. Requiring them to learn the Jawi script/alphabet for spelling is without doubt imposing an additional burden and hardship that these young pupils can do without. What happened to the concern about an overloaded school curriculum expressed so often by the MoE and the Cabinet?  

As pointed out repeatedly, these young pupils should just focus on learning BM in Rumi. The story about Cikgu Nor says it all quite clearly (In the best interest of pupils, The Sun Dec 9). To put it very simply and bluntly, what is the point of learning another spelling system for BM unless we plan to regress and revert to using the Jawi script instead of the current Roman alphabet? It is a fact that today, many Malaysians, whether Malays or non-Malays, cannot read or write Jawi. Does it make any of us less Malaysian, less patriotic, or less productive? In all honesty, how many of our Cabinet Ministers can read and write Jawi? Are they also taking lessons now to learn reading and writing BM in Jawi? 

So what is this magical ONE question that begs to be answered? It is simply: Is the much brandished and now clichéd mantra of “no compulsion, no learning, no examination” applicable to not only Jawi in Standard 4 BM curriculum, but also Jawi in Standard 5 and 6 BM curricula? If the answer is a definitive YES that is irrevocable, cast in stone, and stated clearly in the DSKP KSSR Bahasa Melayu (SJK) Tahun 5 and 6, then voila! We may now have a solution to the Jawi conundrum.  Stakeholders are likely to agree to the implementation of Jawi in the standard 4 BM curriculum, as reflected in the new Standard 4 textbook, and all the ongoing bickering about who is to decide about the option to teach Jawi in vernacular schools or not can be a non-issue?

However, the caveat is, like the current existing Standard 5 BM textbook, it must be strictly learning ABOUT Jawi, with no compulsion to learn the Jawi script/alphabet to read and write. At this juncture, it should be pointed out that “no learning” has all this while been peddled by the government, and understood by the stakeholders as “no learning of Jawi script/alphabet”.  However, this writer has her reservation about the veracity of this claim after examining the expected learning outcomes and performance standard stated in the amended version of DSKP 4.4.1 and 4.4.2. Yes, after the amendment,  pupils are still required to recognize many words written in Jawi (on our flag, banknotes etc), which means pupils must learn the Jawi alphabet to be able to do this! Perhaps the MoE should organize a class for our Cabinet Ministers to teach them the “three pages”, so they can fully comprehend what kind and how much of learning is required for them to attain the learning outcomes and performance standard as stated in DSKP 4.4.1 and 4.4.2. Then they can tell us if it is really “no learning of Jawi script”.

Many people are still befuddled why the government of the day which has been elected for reform is so adamant about implementing a curricular change that has no real educational value for pupils in the vernacular schools. Will learning Jawi script improve their BM reading and writing skills? NO. Will the dismal and below average PISA scores of our Malaysian children improve by forcing them to learn Jawi? NO. More importantly, does such a curricular change have the best interest of the pupils at heart? NO. If anything at all, it only adds extra burden to the poor pupils!

Finally, many of us are curious as to who has initiated this 2017 curricular change which has now come to be perceived and suspected as insidious, no thanks to all the ambiguities and even prevarications! Was it a top-down directive from the then Cabinet or Minister of Education? Or was it just the sloppy work, or whim and fancy of some Little Napoleons within the MoE? Curriculum development always begins with the first step of identifying and defining a general objective. Just what was their objective then? Are the basic principles of curriculum development adhered to? Whatever the answers may be, we the stakeholders who have the best interest of the children at heart, would like to urge the Cabinet and the MoE to answer the ONE question above truthfully, or better still, just scrap the change and go back to teaching/learning  ABOUT Jawi, as in the existing Standard 5 BM textbook. Please, this is good enough, don’t fix it if it ain’t broke. The vernacular school pupils must be allowed to focus on mastering their BM reading and writing skills without this extra burden of learning to read and write Jawi script. We as Malaysians want to continue to enjoy peace and harmony without all this unnecessary and irrelevant brouhaha.

In the best interest of pupils

(Published in The Sun 9 December 2019)

The debate on the teaching of Jawi in vernacular schools has been ongoing for months now. No long-term solution seems to be in sight, largely because the MoE and the Cabinet have not tried to evaluate the whole issue based on the real educational needs and best interest of the pupils. To this date, many pertinent questions and issues raised by various stakeholders, including this writer (Letter to The Sun 14 August 2019, https://gansiowcklee.blopot.com/?m=1) have been largely evaded or even ignored. There are still ambiguities begging to be cleared. Many are still unaware that the initial seni khat has now evolved into jawi script, and they do not know the difference between the two. This writer has even written recently to Bahagian Pembangunan Kurikulum (BPK) of MoE where she worked many years ago, to seek clarifications and secure more definitive answers, but response does not seem forthcoming. It is indeed befuddling and disenchanting why such a contentious policy initiated by the previous regime in or before 2017, is now so doggedly pursued by the new PH government, which is expected to bring about meaningful reform and progress to the nation.

The latest is that on 28^th November, the high court of Penang ruled that the teaching of Jawi script will be “allowed” in vernacular schools. As such, all quarters have been advised by a certain minister to “respect court’s decision”!  However, I do hope this advice will not be misconstrued by various people to mean that henceforth, the MoE is “empowered” to implement the teaching of Jawi in vernacular schools, without taking into serious consideration the real educational needs of the pupils, or against the better judgement of all other stakeholders. What the court ruling means is simply that “schools can teach Jawi”, it is not against the constitution, as argued or challenged by a certain political party.

All these exasperating arguments about the teaching of Jawi in vernacular schools have brought to mind memory of my own experiences as a pupil attending the Kok Min Chinese primary schools in KL many decades ago. (This school, housed in the Hokkien Association Building in the KL city center, no longer exists today.) I remember my BM teacher then, a young amiable Malay man in his twenties, whom we fondly addressed as Cikgu Nor. (I think his full name is Nor Mohammed, and he lived in Gombak.) He used to wear a songkok to school on Fridays and he sometimes carried with him newspapers with what I then perceived as “funny script” in it. One day, piqued by curiosity coupled by an inquisitive mind typical of a ten-year-old, I seized the opportunity to pop the question about this script at an opportune time during our BM lesson. As always, Cikgu Nor responded to the whole class with a brief and interesting account of what Jawi script is. Some keen learners among us, impressed by its unique artistic form, were quick to follow up with a request to learn Jawi. Guess what? Cikgu Nor told us sternly  that he would teach it only if the whole class could pass the upcoming mid-term Standard Five BM test, including the weekly “ejaan” tests. Of course, he never got down to teaching us any Jawi that year, because so many of my classmates failed in these tests! (I remember we started learning English and BM in Standard Three, but by Standard Five, many of my classmates were still struggling with the Roman alphabet in the English spelling and BM ejaan!) So, Jawi was all but put aside or forgotten in Standard Six the following year, as we were all too busy preparing for the National Standard Six Examination. Thus, I missed the chance to learn Jawi in my primary school years, but I did learn all about what it is from Cikgu Nor, and this basic knowledge has stayed with me till this day. More importantly, I remember that many of my classmates did pass the BM paper in that National Standard Six exam, with a handful of us, including myself, scoring A’s. For these achievements, we all owe our thanks to Cikgu Nor’s wisdom and hard work. 

Of course, I do not begrudge Cikgu Nor for my missed opportunity in learning the Jawi script. I could have learned it in later years, but I guess I never felt the need to do so. Like many of my peers, I preferred to focus on scoring A’s in what we deemed as important subjects in our academic pursuit. In retrospect, I think Cikgu Nor had made a wise and right decision about teaching us Jawi. Being the conscientious and caring teacher that he was, he chose to focus on helping the majority of his charges master BM reading and writing skills in rumi, rather than teaching Jawi to satisfy the curiosity of a small bunch of high-achievers. Wherever you are today, Cikgu Nor, I salute you for your wisdom to choose to teach with the best interest of your pupils at heart. I hope the MoE and the government can take a leaf from Cikgu Nor’s book.

Speaking of reform and progress, perhaps we should look East and learn something from China which has been so successful since its opening up only about 40 years ago. China is an old civilization of more than 5000 years. Its writing script has evolved through at least four or five different forms. However, for the last few centuries, the Chinese have been using and learning the modern script, which has also been further simplified over the past few decades. Are Chinese students today required to learn the four or five antiquated scripts in schools? No, perhaps only those who delve into ancient Chinese history, classic literature, anthropology or archaeology opt to do so, most probably in the tertiary education institutions. Over the last 40 years or so, the Chinese government has focused on real reform and progress in education and other fields to advance to where they are today, one of the world leaders in IT, 5G, robotics etc.  What is the moral of this story for us in Malaysia?  

  

I fervently hope that all stakeholders involved in protecting the interest of the vernacular school children will not be forced to acquiesce to an insidious policy that spells more hardships or presents more learning problems for our young charges. If and when that happens, many rakyat will certainly join me in a chorus of sigh, with disenchantment or even in despair:  I cry for thee…ye children of Malaysia”.     

Whither Education Reforms?

(Slightly edited version  published in The Sun 14th August 2019)

Whither the much vaunted education reforms in Malaysia if the Ministry of Education (MoE) does not stay focused on more important and urgent matters? Should not the Minister of Education and his deputy dispense their time and effort to designing long term plans and strategies to reform the school curriculum to foster national unity, and meet the challenges of globalization and Industry Revolution 4.0? Why bulldoze and introduce Khat that most Malaysians intuitively know will stir up unnecessary controversies, with no help to national unity in any way? Did they not engage in lengthy discussions with their MoE curriculum officers to clarify issues about learning objectives and learning outcomes? Obviously not, because the press statements published in media headlines-- after they claimed to have reached a compromise with Dong Zhong-- border on absurdity! How can one attain a real “appreciation” of Khat without learning the Jawi alphabet? Only “appreciation” and no “learning” is rather meaningless from a strictly education point of view.

As an education specialist who has served in schools, the Curriculum Development Center of the MoE and the Education Faculty of a public university for many years, I feel compelled to write this letter to raise pertinent questions to seek answers, and to appeal to the Cabinet to re-consider their decision. The decision to go ahead with implementation is insidious, as more controversies will certainly arise in the years to come, when Year 4 pupils progress to years 5 and 6. What then? More rounds of altercation, protest, and negotiation? Promises made now about “no compulsion”, “no learning”(?) and “no examinations” are for the present, not cast in stone for the future. This is a reality in Malaysian politics as we have witnessed thus far.

For the sake of real education reforms and nation building, please mull over the following

1) Time and again, it has been pointed out that the school curriculum is already overloaded as it is. There are a thousand and one important things we want the kids to learn. We need to be pragmatic and select the most essential and urgent. The MoE should focus on how to trim the overloaded curriculum to make learning fun and enjoyable for the schoolchildren, especially those in primary schools. The dismal revelation by Dr Sivachandralingam  (The Sun, 8^th August 2019) should certainly raise an alarm and deep concerns: A recent  study has shown that as many as 30% of pupils from Tamil schools consistently fail in Bahasa Melayu (BM)! Will the introduction of Khat improve their learning and mastery of BM? Very unlikely, it can only make things worse, because the inclusion of this new language element -- whether three or six pages in the textbook -- will only dilute the original BM curriculum, taking up precious teaching time that should rightly be devoted to helping these under-performing pupils read and write BM

2)  As it is, pupils in the vernacular primary schools, at such a young and tender age, already have to grapple with the learning of three languages: two using the Roman alphabet  – English and BM—and the third using an entirely different language form and writing system, be it Chinese or Tamil.  And now, they have to learn a third, the Jawi alphabet. In this context, statements such as “appreciation” and “no learning” seem baffling, to say the least. How will teachers present Khat/Jawi calligraphy in class without teaching the pupils the individual letters in the Jawi alphabet? Unless it is simply copying the Khat as a pretty drawing or pattern. If so, how does this kind of “drawing” activity enrich and enhance the learning of BM?

3) An article in Sin Chew (8^th August 2019) by Dato Wu Hen Can ( 吴恒灿 ) who attended a special meeting held by the Minister and his deputy on Aug 1, has drawn my attention to more curricular concerns. It was mentioned that in the DSKP (Dokumen Standard Kurikulum dan Pentaksiran), the learning outcomes as reflected there (4.4.2 and 4.4.2) clearly indicate that the Khat activity is NOT limited to mere superficial recognition and “appreciation”. They actually require pupils to be able to identify and pronounce individual letters in Simpulan Bahasa written in the seni Khat; and in addition, to be able to write the same! Not easily attainable learning outcomes, and a lot of learning, I must say. So, unless these expected learning outcomes have been removed from the said document and curriculum plan as proposed by Dato Wu in that meeting, I do not see how Khat can be used in class as an activity for learning BM, no matter how creative the teachers are, without the need for pupils to learn all the letters in the Jawi alphabet. My main concern now is: Will such an added burden of learning another alphabet help our Year 4 pupils read and write better BM? Is there a need for them to learn Jawi to read and write better BM?

4)  Are all BM teachers in vernacular schools equipped with the knowledge and skills to teach Khat? Some people go to the extent of suggesting that we do have many unemployable graduates who can fill the void in such skills. This is beside the point, for now. More important questions are: Is Khat really “optional”, and teachers or pupils can choose not to teach or learn it, especially when it is not included in examinations? What will happen in subsequent Year 5 and Year 6 after this? For those teachers who are overly zealous in striving to attain those learning outcomes as reflected in the said DSKP, will they end up spending too much time teaching the new alphabet, at the expense of honing pupils’ reading and writing skills in BM, which should be a priority in our curriculum reform effort?   

Let us heed the scathing criticism of past Cabinet ministers, as well as the learned views of scholars, well-versed in Jawi and its history. These people do not think there is a need for kids in vernacular schools to learn Khat, and they said so with no hidden agenda. Why not just focus on real education reforms and avoid diversions that court controversies or provide fodder for opportunistic politicians to create disharmony. To give due credit, the existing Year 5 BM textbook already includes adequate and very appropriate content to create awareness and impart basic knowledge about Khat/Jawi, and even much more. “Don’t fix it if it ain’t broke”, we should just keep this status quo. Let us move on and focus on real education reforms by:

1)  continuing to channel efforts and resources to narrow the gap between the haves and have-nots, between  urban and rural schools; in terms of IT infrastructure, physical amenities and facilities in schools. Make ALL schools truly conducive for learning, reduce class size and improve instruction to make teaching and learning more effective and fun

2)  laying  a strong foundation to develop in our students STEM skills, higher-order thinking skills, and proficiency in English and other languages that will help them meet the challenges of Industrial Revolution 4.0 and  globalization, and last but not least

3) laying due attention to the holistic development of individual students much emphasized in the Malaysian National Philosophy of Education (1988) which is so eloquently articulated and yet often overlooked or slighted in our often blinkered – or politicized? – views of education reforms.

The current furore over the inclusion of Khat in the vernacular primary school Year 4 curriculum is NOT going to blow over soon. It is of public interest that answers to questions raised above, and the rationale behind the Cabinet decision to doggedly proceed with implementation, must be made crystal clear without ambiguities, to address the concerns of all stakeholders, and allay their misgivings. More importantly, all decision-makers, especially the MoE must have the young pupils’ best interest at heart, bearing in mind that a good curriculum for learner-centered instructional approach is one that is planned by taking into consideration the needs of learners and input from all stakeholders, including the parents, teachers and the community at large. 

Dr Gan Siowck Lee

12 August 2019

E-textbook: Déjà vu?

(An abridged version of this article, re-titled "Comprehensive Study Needed", was published in The Star Educate on 11 November 2018)

With reference to the report in the Sunday Star dated 28^th October 2018, “E-textbook introduction draws mixed reaction from public”, and the many questions I have been asked about it, I must say this was indeed a surprise announcement by the Deputy Education Minster!  My initial reaction is: How is this “school-going- digital” initiative which gets all stakeholders so excited or worried about, different from the large scale Smart Schools initiative of the late 1990s? How is it tying in with other ICT project(s) currently in schools such as the BistariNet?    

Without having further details, and judging by the statement made that only PDF files will be used for a start, I can only caution that if proper long-term plans are not already in place for its rollout next year, this initiative may turn out to be little more than a costly déjà vu. After all, students reading PDF files means that the e-device is only a page-turner and a storage of digitized content; and e-textbook is nothing more than a change of form, not substance. (However, just an aside here, if we can extrapolate and utilize it to promote bilingual education, then it may be a different story!)  Admittedly, moving from PDF to interactive learning materials could be a real reform involving a change in substance, but this cannot happen without seeing it and planning for it in a larger context.  Are not all these interactive learning materials supposedly already developed and in use during the Smart Schools era or thereafter? If yes, do we have enough of such materials now ready for use soon? If not, is the development of such materials still in the pipeline, or only work in progress?           

I wonder if any official comprehensive study has been conducted since the days of the Smart Schools Project – for which the previous government has spent millions if not billions of ringgit -- to assess and evaluate the current state of ICT and its use or applications in teaching and learning in our schools nationwide. If yes, I certainly hope the MoE can use its findings to effectively bring the e-textbook initiative to the higher level of deploying it as an enabler and empowering tool to improve the quality of teaching and learning in schools. For now, the advantages of using e-textbook touted by some, do not seem overwhelming, considering its cost and in view of the many disadvantages already voiced by various quarters so far.

This brings to mind a report which may be of some use to the MoE in planning to go digital by way of the e-texbook. Microsoft implemented its Partner-in-Learning (PiL) projects in various Asian countries including Malaysia, when a MOE was signed between Bill Gates and our then Minister of Education, Malaysia in June 2004. In 2006, I worked on a consultancy project with the then National Institute of Education in Singapore to evaluate for Microsoft, its PiL project’s impact in Malaysia. The report may be “old” but the many issues, problems and challenges unraveled are perhaps still current and relevant.  Maybe it is time to take a relook at this report as well?

Finally, I would like to quote what I said in my “IT and Education” column in the Star years ago, with regard to the then Smart Schools Project and the many subsequent ICT initiatives in schools:” ....If we can impose some limits rather than getting entangled in a high-tech frenzy, we may be able to free some valuable financial resources devoted to technology and channel them to some impoverished fundamentals such as: providing adequate physical amenities for a conducive learning environment in all schools, building up the nation’s core of knowledgeable, dedicated and inspiring teachers, and teaching solid skills in thinking and learning.”  In other words, e-textbooks must not be implemented in haste, without a comprehensive study of where we are in the use of ICT in schools right now, the resources currently available and in place in schools, the overall cost and potential effectiveness of the e-textbook initiative, and its implications for our long term goal of substantive education reform in schools. Finally, questions that beg to be answered: Is this e-textbook initiative planned as a significant cog in the larger wheel of education reform in schools? Or is it a stopgap measure or quick fix for some other problems?    

Education Reform and 21st Century Learning

An abridged version titled "A move in the right direction" was published in Educate, Sunday Star 16 December 2018

Education Reform and 21^st Century Learning

I refer to the cover story “Towards 21^st Century Learning” of Star Educate on 4 November 2018. As a curriculum and instruction specialist who has strived to keep abreast of changes and advances in the education arena over the years, I must say this is a move in the right direction. The pilot project Genosis does sound promising, judging by the list of learner attributes which reflect the desirable learning outcomes.  

However, as the cliché goes, the devil is really in the details. As rightly pointed out, the success of such a project, if it eventually goes nationwide, will hinge on a well-planned and implemented teacher education and accreditation programs, both pre- and in-service. How this can be achieved will require a lot of resolves and efforts on the part of all stakeholders. For starters, we can only hope that the soon-to-be- rolled-out pilot project involves a truly representative sample of our public schools attended by both the haves and have-nots in our huge student communities. With this, perhaps rigorous evaluation -- both formative and summative -- will produce the necessary findings to guide and ensure the scalability and adaptability, as well as long-term sustainability of this project nationwide.

The main concern of many stakeholders right now is how will the implementation of Genosis fit into the larger picture of education reform. As a proponent of cooperative learning since the 1990s, I can only say I am glad to see that Genosis is emphasizing on many learner attributes that can be cultivated through this learner-centered approach that I have tried to promote over the last many years. To this end, and to facilitate school-based education programs for teachers, especially those in service, I have co-authored a book “Learning cooperative learning via cooperative learning”, first published in the US; then followed by a BM version here in Malaysia, and later a Chinese version in China. Packaged with the BM version is an interactive courseware for environmental education that creates awareness in environmental issues, reinforces cooperative learning skills, and promotes higher order thinking among students. Perhaps this courseware, which was distributed to all secondary schools in Malaysia -- with the sponsorship of Hewlett Packard -- can now serve as some kind of prototype for the development of more of such learning material to help achieve the learning outcomes as outlined by Genosis. Project-based learning advocated by Genosis is fine, and in fact, together with inquiry learning, it has purportedly been widely used in schools in Malaysia over the years. Unfortunately, without a proper group structure such as that of cooperative learning, its impact on learning outcomes has remained somewhat unclear.      

In conclusion -- and to cut a long story short – the Genosis project, like the e-textbook initiative, must be planned and implemented as an integral part of the larger framework of the education reform we are all looking forward so much to, with bated breath. As it is, without knowing enough details, teachers are already whining and moaning about the prospect of having to do more report-writing and daily data entry, using yet another platform or learning management system.

Dr Gan Siowck Lee

PiL Project in Malaysia: Conclusion

More about Tiger Mom & Kids

I did a feture story for The Star (29 June 2011) about the Malaysian Tiger Mom and her twin cubs.
Here's the link where you can read the story -
http://parenthots.com/features/Raising-purr-fect-kids.aspx

Charting the way forward: Technical & Vocational Education for Chinese Youths in Malaysia

By Dr. Gan Siowck Lee

 Preamble 

First, there is a need to make a distinction between technical and vocational education. Technical education refers to the preparation of students for jobs involving applied science and modern technology. It emphasizes the understanding and practical application of basic principles of science and mathematics, rather than the attainment of proficiency in manual skills that is properly the concern of vocational education. The goal of technical education is to prepare people for occupations that are classified above the skilled crafts (from vocational education) but below the scientific or engineering professions (from more academic tertiary institutions). In short, technical education produces mid-level technical workforce or technicians, while vocational education produces craftsmen or artisans whose jobs are based on manual or practical activities, related to a specific trade or vocation.  

In the Malaysian context, students who exit from high schools (at SPM level) may opt for technical education. Depending on their subsequent performance and attained formal qualifications, there is a progression path for further education to obtain higher degrees as technical professionals. However, vocational education as defined above, usually target students who exit earlier from high schools (probably PMR?) or even primary schools. There is usually no progression path to further or higher education.    

Some suggestions 

My suggestions are based on the assumption that the main objectives of this symposium (as per  your article in Nanyang) are:

1.     To find ways of encouraging Chinese youths to attend government technical & vocational schools (funded by taxpayers’ money!) for effective participation in the nation’s industrial development.

2.     To increase the participation of Chinese youths in technical & vocational education from the current 3% to a projected 25% or more.

3.     To identify ways of integrating the various efforts and expertise of the Chinese community (especially in vocational training e.g. apprenticeship) into the government vocational education scheme.     

I don’t know how much data/info you already have about the state of technical & vocational education within the Chinese community. I don’t have much info myself, except the perception (from observations and hearsay) that the Chinese youths are generally NOT interested to attend government technical & vocational schools. (Many choose to learn their skills through apprenticeship.) Do we have enough data or info to strategize to get a fair share of the cake i.e. getting Chinese youths trained in the government technical & vocational schools? If not, I propose that the symposium focus its discussion on coming out with an action plan for the following:  　

1.     Obtain data/info about government technical & vocational education: how many schools, where, courses offered, duration, student intake policies (quota?), staff profile, medium of instruction etc. Compile and disseminate relevant info in schools through pamphlets, talks, and counseling. 

2.     Obtain information about school leavers & drop-outs at various stages, and compile list. Identify potential drop-outs and compile list. Disseminate info about technical & vocational education to them, organize talks and provide counseling. 

3.     Do a survey with these students to find out reasons for early exit or drop-out (before SPM or at primary schools), identify their interests in vocations, their perceived difficulties/problems related to government technical & vocational schools. 

4.     Set up centers (in schools or communities) to assist students in their application for entry into government technical & vocational schools,  monitor and follow up with regard to eventual intake/admission. 

5.     Monitor students’ progress in the government technical & vocational schools and provide assistance and counseling as and when necessary, to arrest and prevent early exit or dropout.

6.     Conduct extensive interviews with Chinese youths who have attended and successfully graduated from government technical & vocational schools, engage or involve them in promotion campaigns, or make video recording of such “success stories” to use as promotional materials in schools, community centers etc.

 7.   Engage the various associations (of people in various industries) to help identify expertise and vocational skills that can and should be passed on through more formalized channels of training, rather than mere apprenticeship. 

8.     Strategize towards integrating the expertise and skills identified in (7) above into the government technical and vocational education scheme to attract more Chinese youths to participate.

Conclusion

One of the anticipated outcomes from this symposium should and would be a viable and workable action plan. This plan may need to be initiated, co-ordinated or even implemented by 华社研究中心 with the assistance of MCA’s deputy education minister Dr. 魏家祥。A special operational unit has to be set up to carry out the plan, taking into consideration the need to source for funds.  

(Written on 26 May as a response to Mr. Tan Chin Gim, prior to the symposium on 29 May 2011. Chinese version will be made available shortly....)

Hong Kong's "tiger mom" (Part 3 of 3)

The latest I gathered from reading The Star (5 March 2011) is that the two kids are now in the midst of writing a book about their experiences and success story! I can't wait to get my hand on it.....to hear from the horses' mouths, so to speak....

So, you have heard enough about the US “tiger mom”! Scary…..to some.
Now that you have also read about the HK's version, You can compare the two “tiger moms” and draw your own conclusions. But, here are my recommendations to all young mothers with kids:

First and most important of all, discipline your kids, so that they not only learn to be smart, they also learn to be good human beings. I leave it to you to list all the criteria for a “good” human being. (If you are NOT sure, read the Malaysian Educational Philosophy at the end of this posting. I am usually quite critical of our education system, but this philosophy is very well-stated, implementation is, of course, another matter....)

2) Yes, discipline your kids, but make sure they enjoy what they are doing, be it learning or playing. I leave it to you to be creative and innovative, in making learning fun and enjoyable.

3) Yes, discipline your kids, but NOT at the expense of their emotional and physical health. Give them plenty of love, enough sleep and rest, nutritious food and lots of good exercise and games which they enjoy. I leave it to you to draw up your own “sensible” plan.

4) Last but not least, discipline your kids, so that they learn and master at least two languages. Research findings have consistently shown that bilingualism enhances cognitive development.

BTW, if you are a grand parent, research has also shown that learning a second or new language at this ripe old age can defer the onset of Alzheimer disease and dementia! :-)

And, BTW, there are lots of "tiger moms" here in Malaysia, too. Look around...and you will spot them...

Here's the Malaysian Education philosophy for your reference:

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, society and the nation at large.
[Curriculum Development Centre, Ministry of Education Malaysia, 1988]

Hong Kong's "tiger mom" is Malaysian (Part 2 of 3)

Click on the image to read:

Hong Kong's "tiger mom" is Malaysian (Part 1 of 3)

So, you have heard enough about the US “tiger mom”! Scary…..to some.
Here’s a bit of news about the Hong Kong “tiger mom” who may be a tad different. BTW, she is Chinese-Malaysian, daughter of my friend Sylvia Wong. The HK papers either did not get their facts right, or they were just ignorant!

Click on the image to read:

Inspirational Movies for Young People

The Nan Yang Siang Pau carries an education supplement every Tuesday. The following is an interesting article from the supplement on 15 February 2011. It is NOT a literal translation as I have modified it and added in my own comments:

Good Movies for our Unemployed or Disillusioned University Graduates, or Newbies to the world of work
Young people who are seeking employment, feel depressed or lost in their new jobs, should watch these inspirational movies:

The Pursuit of Happiness
You will get your recognition ONE day
The protagonist --Will Smith – ventured into unchartered waters under the most adverse of circumstances, and his tenacity eventually earned him recognition from the top dogs. Believe in yourself, if he can, you can too!

Billy Elliot
Persist, and your dreams will come true
Do you have problems like not getting a job that you like, or a job that has nothing to do with your filed of study in the university, or a job of zero interest to you? Do you compromise? Go watch this movie for inspiration.........

The Shawshank Redemption
Do NOT just give up!
This movie is for everyone who fights for his/her future. The story tells us NEVER to give up!

Forrest Gump
Ability is NOT the sole ingredient for Success
Perhaps you feel inferior when you encounter so many people who are in many ways, more capable than you are. Oh, you feel so small and insignificant! But, please remember, you are surely better than Forest Gump with an IQ of 75?

Success is not solely dependent on ability. That’s why Forest Gump is the American legend. If you know how to capitalize on opportunities, you can be your own success story like Forest Gump!

A Beautiful Mind
Do not despair!
Maybe you are talented in your profession or career, much like the protagonist in this movie who is a Maths wizard. But, like him, you too encounter insurmountable difficulties, both from within yourself or without. Get inspiration from this movie, do not despair!

The Devil Wears Prada
You can let go…
As a new guy or gal, you may encounter devil-like bosses. What to do? Learn a lesson or two from the young naïve Andy Sachs in this movie.

Facing the Giants
Use religious faith to fight fear
When your career faces harsh challenges, when you are in the ebb, just like the football coach being fired by the parents in this movie, try to change your mind set. Evaluate your career from another perspective, and you will see new light!

Les Choristes
Enjoy your work!
Forget about fame, wealth, power and other worldly things, simply enjoy the happiness associated with your work. Just like the teacher in this movie, he is not rich, he is not famous, but his nobility of spirit surpasses all worldly possessions!

Amelia
Take initiative to show your concern for others
As a newcomer in the office, in a new environment, you may feel slighted or even ostracized. To improve relationships with your co-workers, maybe you can try to emulate Emily: Show your concern for people around you, put in your efforts, even if it’s just to get a smile or a “thank you” in return. Building up rapport this way will multiply your success by many folds!

My final comments: Er? Why all Western movies? None of the thousands of Chinese movies fits this bill?