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

                                                         AN APPEAL TO THE PM TO REVISE THE NEP

by Tan Sri Ramon Navaratnam

Chairperson Asli Center of Public Policy Studies

June 27th , 2018 

Most Malaysians , especially the Bumiputras, will welcome the statement made by the Prime Minister Tun Dr Mahathir Mohamad , in the Channel NewsAsia  interview recently that the  - `Affirmative Action is still needed to bridge the gap and avoid  conflict between Bumiputras and other races`.

This has  been the  policy adopted  in our  socio economic planning and implementation since the New Economic Policy was introduced in 1970 .

However , the socio economic scenario  has improved considerably over time . The Affirmative Action has  significantly reduced the risks of conflicts that can be caused by socio economic and wealth  disparities .Today the gaps between the Bumis and Chinese and many  others  have  been largely narrowed . 

The greater challenge now is the growing gap in incomes and standards of  living  and the quality of life of the rich and poor  Malaysians of all races between and also within   ethnic groups . There are very poor Malays, Chinese , Indians and other Minority Groups all over Malaysia  ! Its more  a national issue and not confined to any racial group as such !

Appeal to PM

Thus many Malaysians , regardless of race , l therefore Appeal to the Prime Minister and his able Cabinet and wise the Council of Eminent Persons (CEP) ,  to review and revise the NEP , to adopt and adapt to  the new socio economic and political realities   , after their most impressive  and welcome electoral GE 14 victory !

Currently , the economic  disparities or socio economic gaps ,  are  based  more on income disparities, rather than race differences . Since we are  blessed with a New Government after 61 years of the same Government , this  is the New Malaysia Era  (Malaysia  Era Baru ) . Therefore  we will need to express the  vast  political tsunami, and sea change in more practical socioeconomic terms for a better future . 

Hence , the New Government  will need to adopt more socio economic policies that are  income based and  related to fulfilling the basic needs and human rights of all Malaysians . our new policies need to be founded on our  sincere conscience and religious values of fairness and fraternity , for all Malaysians .

We can no longer afford to be exclusive , but have to be inclusive  in all our policies and implementation , for all Malaysians  and not only to some exclusive  groups to benefit  from our future national development . We have now to be much more Inclusive in all our policies and practices or we will revert to past policies and practices which were rejected by the voters ! 

New Malaysia Economic Policy (NMEP)

Indeed the New Government  in the New Malaysia,   could  devise and introduce a New Malaysia Economic Policy (NMEP)  that   will contribute to more genuine and sustainable  national unity.  The previous NEP had unfortunately  and regretfully caused much national division , disparities and disunity  , not only  between our races, but also within the Bumiputra/ Malay  and other Racial  and Minority groups , all over the country .

While we would follow the advice of the Prime Minister to accept that  Affirmative Action is still needed in Malaysia   , we  fervently hope  that our new Government will now  ensure  ,more than ever before , that all Malaysians , regardless of Race , who deserve  Affirmative Action  treatment , will enjoy  the new Affirmative Action . This New Affirmative Action should   be meant  for all deserving Malaysians , based on Basic Needs and not Race. Most Malays /Bumis would also gain by this Needs Based Affirmative Action Policy , while the  poor  Non Malays would also benefit  from the new and revised  NEP  !!.

This New Malaysia Economic Policy  is essential , in order  to promote greater national unity  and a more peaceful , prosperous , progressive and Happier New Malaysia (Malaysia Baru ) 

We pray that the Almighty , will Bless and Guide the New Government Leaders , to be Fair to all Malaysians and especially all the poor and underprivileged Malaysians .

An Enchanted Evening at The Royal Lake Club

This musical event, co-organised by Science for Healthy Living (S4H) and the Library Subcommittee of the Royal Lake Club, was held on 27 July 2017 at the Banquet Hall. It was a sold-out dinner show, attended by enthusiastic music lovers from both the Royal Lake Club and S4H. The performance was preceded by a simple yet delicious dinner, which included a chicken curry that everyone still raved about many days later!    

Aptly titled “an Enchanted Evening”, it was indeed an enjoyable evening of enchanting classical songs and popular Broadway musicals, performed by Sonnia Chaing Yiling and her talented 15-year old student, Jared Ngoh Jie Ern. Sonnia Chaing is an international opera singer (mezzo-soprano) and a soloist/opera singer with the Malaysian Philharmonic Orchestra and Kuala Lumpur City Opera, as well as the OperaSiam. (Jared Ngoh, who is very passionate about music and the performing arts, had passed his piano grade 8 with distinction and is now preparing for his upcoming grade 8 singing examination with the Trinity College of London. He was awarded a Gold Medal from the Musa Musica Young Musician at one of their recent contests.)

Sonnia is currently also the adjunct music lecturer of UCSI, as well as the Sunway University. True to form, she managed to cleverly weave a program for the evening that was not just entertaining, but also educational for some in the audience. She introduced the theme of the evening program as “Sun, Moon and Star”, and illustrated it using anecdotes -- including a short pop quiz! -- about the three great composers Haydn, Beethoven and Mozart. Moving on to a small dose of classical music appreciation, she talked about their life stories, personalities and compositions that are associated with the Sun, the Moon and the Star respectively. This “lecture” was interspersed by snippets of  music “Sunrise Quartet (Haydn)”, “Moonlight Sonata (Beethoven)” and “Twinkle, Twinkle, Little Star Variation (Mozart)”. (By the way, contrary to what many believe, Mozart did not write this famous melody, but he did compose some 15 variations on it!) 

With the tone of the evening thus set, Sonnia and Jared went on to sing various classical songs, opera arias and Broadway musicals. There was also sing-along or audience participation for songs like “You are My Sunshine”,“O Sole Mio”, and the immensely popular “Yue Liang Dai Biao Wo De Xin” (“月亮代表我的心”), loosely translated as “The Moon Represents My Heart”, certainly very appropriate for the theme of the enchanted evening. However, to many in the audience, the highlight of the program had to be Sonnia’s exhilarating rendition of “L’amour est un oiseau rebelle” (Habanera or “Love is a rebellious bird”) from Bizet’s “Carmen”. Yes, no mezzo-soprano worth her salt would ever pass up a chance to perform on stage this famous aria of all time.  It was indeed a superb performance by Sonnia who literally came alive as Carmen, the vivacious man-magnet of Gypsy descent. The audience was enthralled, bowled over by her beautiful voice and singing, not to mention the impressive vocal range. Everyone craved for more, but alas, the performance came to end soon, with the duo singing the all-time classical crossover hit “Time to Say Goodbye”, made popular by none other than Sarah Brightman and Andrea Bocelli.

In a simple survey carried out after the show by S4H, 92% of the respondents rated the performance as very good, even though the music accompaniment was at times less than satisfactory.  Many of them commented that more of such musical events should be organized in the club for the enjoyment (and health?) of members. Why not? After all, the President of S4H, Tan Sri Augustine Ong did remark in his opening address that music has been proven by science to be vital for healthy living!

Please follow the link https://youtu.be/vrEBDA1ATTA  to view the interesting five-minute footage of “An Enchanted Evening”, as well as listen to “Love is a rebellious bird”. Who knows? This “seductive” aria may help you tune in to the life-affirming force of classical music, and perhaps entice you to turn up for more enchanted evenings in the club in the near future.