Time for real change for Malaysian education as glory stuck in the past and the delusion of Vision 2020


New decade, new Malaysian education: For the sake of our children and our future, Mazlee’s replacement should be a qualified and capable Malaysian – irrespective of race or religion.

Dr Maszlee forced to resign for failing to heed Cabinet orders

We need a new Education Minister with the right qualifications, a scientific mindset and a technocratic iron will to implement the critical changes.

I HAVE been a big critic of and objector to Maszlee Malik as Education Minister from day one.

I took no pleasure in it then nor do I take pleasure in it now. It just is. The wrong person must go and the right person must come in.

Education is far too important for a nation to be entrusted to those not competent in moulding the minds of our most precious resource, our youth. Education is where we develop this resource for either the success or the failure of our nation.

We do not have to look far to see success. A country with no natural resources, with a tenth of our population, can be a developed nation by sheer power of its human resources.

In 1965, Malaysia and Singapore went separate ways in more ways than one. Look at where they are and look where we are now. The lessons to be learned are abundant. Have the humility to know when we are wrong and they have been right all along. There is no need to look East. Look South.

“A nation is great not by its size alone. It is the will, the cohesion, the stamina, the discipline of its people and the quality of its leaders which ensure it an honourable place in history, ” said its architect, Lee Kuan Yew in 1963.

The education ministership is the leader in ensuring that our children and our youths are able to take the nation to the next level. It is just not at the very top have we got it wrong, again and again. We must have the humility to admit when we are wrong and have been wrong for more than 30 years. We must have the decency, discipline and courage to want to change so our future can be assured.

What did Singapore do right in education? When one looks at massive differences in results, one need not look at many things. One need only look at the fundamental deviation at the root.

One: Singaporean education is in English.

Despite more than 76% of its population being ethnic Chinese, the medium of instruction for its public schools is English. Have you ever heard the Singaporean government or its leaders talk about “memartabatkan” (to give dignity to) the Mandarin language? They have no time for such foolish ethnic pride.

They may find ways to conserve Chinese heritage but they have no interest or inclination to play to racial sentiments that would sacrifice the very essence that will ensure their children have the easiest access to the widest and latest conservatory of human knowledge since the late 19th century.

As such, accessibility of critical knowledge for their children and subsequent generations are assured from young and is continuous throughout their lives. It is so easy to do for those who have the best interest at heart and yet so difficult to do for those with foolish pride and Machiavellian political ambitions.

No mandatory Chinese calligraphy is needed to ensure Chinese heritage continues. No shouting of slogans of Ketuanan Cina and its preservation. That is confidence in your own ability to shape destiny. To hell with all that. Learn in English.

Two: Their education is secular. Because that is the essence of education

One of the greatest physicists and teachers of the 20th century, the late Nobel Prize winner Richard Feynman, famously said, “I would rather have questions that can’t be answered than answers that can’t be questioned.”

That, ladies and gentlemen, is what makes an education.

Singapore does not impose belief on its citizens. And that starts in education. Question everything and everyone. Anything that cannot be questioned has no place in the classroom of public education. That is called indoctrination.

You want to indoctrinate your children that the sky is filled with butterflies and angels in the morning, go ahead, but not on our time or our dime.

It is abhorrent the amount of taxpayers money and children’s time that have been wasted on indoctrination of belief. Indoctrination stops you from thinking, it is the complete acceptance of belief.

As Einstein said, “Education is not the learning of facts, but the training of the mind to think”. Religion is not about thinking, its about accepting.

Religion – any religious indoctrination – has no place in public education. You do not find that in Singapore and you do not find that in any other developed nation. If you want to include religion in public education, do it as part of comparative religion in the social sciences context. Otherwise it is indoctrination. It is useless as education.

Belief, religion and its indoctrination must be the domain of parents, if they so choose, and not government. Otherwise the result is imposition, persecution and finally tyranny of belief upon the citizenry. And no nation will survive such tyranny.

There is a reason great men of history have warned us against such wanton imposition of religious beliefs and indoctrination of the masses. Thomas Jefferson once said, “In every country and every age, the priest had been hostile to liberty.”

We need to heed this warning.

Three: One word – Science.

I have said this again and again. Science is the salvation of a nation, especially today in the 21st century.

The triumph of human civilisation is the triumph of science. The ascendancy of humankind, each empire, each nation and people has been through their grasp of the “science” of their time and its application in their minds and lives.

Our education must be science-centric. No ifs or buts. There must be more basic science taught, learned, experimented with and exposed to our children from the day they start school until they leave it. In depth and breadth and in the number of hours spent on it. We must have truly competent and passionate teachers to carry out this duty.

Even as a lawyer, I have learned that the human mind and senses are limited. Nothing fools humans more than their minds and their own senses.

In just the last decade, more convictions of innocents due to so-called eye-witness testimonies, even multiple ones, have been overturned as a result of DNA evidence to the contrary. Why? Science has proven that human senses and minds can be easily fooled, especially by emotion and herd mentality. But science is objective, evidentiary knowledge.

We need to build a science-centric society and that starts with our primary and secondary education. From the beginning, Lee realised the importance of establishing Singapore as a leader in the field of science and technology in Asia. He did not care what your ethnicity or religion was, that was the priority. And look at the society he built. Modern in outlook and progressive in thought, to the point he could no longer really control the people.

Maybe that is what our leaders are afraid of. A questioning, educated, critical thinking masses.

We must halt this downward slide of epic proportions in Malaysian education.

A new education minister with the right qualifications, a scientific or science-centric mindset and a technocratic iron will to implement critical changes must be appointed. Nothing less can be acceptable to Malaysians. This must be our demand.

I believe the next appointment will be a critical test whether this Pakatan government is worthy of our consideration in the next elections or an alternative must be considered and pursued vigorously by the right-minded citizenry.

We need the new education minister to implement what is needed. Go back to the basics and have the will, courage and ingenuity to make tough changes against what I expect to be conservative political opposition, both racial and religious.

If the person is more interested in putting colleagues in religious brotherhoods ahead of qualified intellectual professionals in positions of authority in education, then we are all doomed.

If the person is more interested in telling and allowing teachers to carry on dakwah (Islamic preaching) instead of closing down separate canteens in schools, then our quagmire will continue.

Black shoes and hotel swimming pools. That is the legacy we have been left with.

We need to see the closing down of worthless tax-payer funded universities that carry the word science but are based on beliefs and scriptures. They make a mockery of our nation and society. They promote the dumbing down of our population and produce graduates that will have nothing to contribute but further destruction of the Malaysian civilisation. We need a shake down of epic proportions for Malaysian education to return it to its past glory and make future progress.

As such, unlike a certain racist and bigoted MP from PAS, who insists on a Malay Muslim candidate only for the post, we need a minister who is qualified, irrespective of race or religion. We just need a Malaysian who is capable, for the sake of our children and our future.

We need an education minister who understands what is essential education. It is not rocket science.

But like all things in Malaysian politics, I have stopped believing in the capabilities or integrity of most of our politicians and political leadership. How I hope that I am proven wrong.

I close with this quote from Carl Sagan, one of the foremost teachers of science: “We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.”

That could very well describe our Malaysian education system and administration.

But 2020 has arrived, so it’s time for real change to happen.

Activist lawyer Siti Kasim is the founder of the Malaysian Action for Justice and Unity Foundation (Maju). The views expressed here are solely her own.

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Comment: Tough times for Chinese education


A glimpse of glory 

 We once had a vision of a future, but now that it’s here, we still seem stuck in the past.

Cutting edge: Schools in China have begun to emphasise the teaching of coding, robotics and AI in the great push to produce the best engineers and digital experts. — AFP

WE are already into 2020 and it’s the dawn of a new decade. But if we buy into the endless narrative of race and religion, it’s as if we haven’t moved.

Six decades after Malaysia’s independence, and we are still trapped in this blinding obsession with ethnicity, which has done nothing but consume so much of our time and energy.

When rationale flies out the window, and reasoning fails, some politicians and self-declared communal champions resort to bigotry ways.

And of course, the most unscrupulous sometimes tell our citizens they should leave the country if they are unhappy, although incredulously, some of these characters conveniently overlook how their forefathers came to Malaya nearly the same time as the rest.

If Malaysia is caught in the middle income trap now, with our inability to reach a higher level of income, that’s down to not having changed in how we’ve functioned economically for the past 40-odd years.

The middle-income trap concept refers to the transition of low income to a middle income economy.

We have failed to achieve the Vision 2020 objective of becoming a developed nation, and the architect of that plan, Tun Dr Mahathir Mohamad, has blamed his successors for the failure.

Now, the Pakatan Harapan government – also led by Dr Mahathir – has unveiled the Shared Prosperity Plan for 2035. It remains to be seen if we will reach that goal, either.

But at the rate we are moving, it’s hard to ignore how the voice of hope has somehow hushed.

In fact, Vision 2020 set off bigger expectations and optimism, but now there seems to be a lack of purpose and leadership.

If Malaysia is facing a middle income trap, then we are also snagged in a political status snare because we are heading nowhere as a nation, as we recklessly hand racial and religious hardliners the wheel of the nation.

Unelected religious activists seem to be speaking more boldly than many elected representatives, who seem content to let these fringe personalities hog the headlines.

In the digital age, the decibel level has been cranked in social media, and comments posted by their fans to support these hawks have become more seditious and disturbing.

It’s hard to break free from that gnawing sense that they are allowed to continue because the government fears putting a leash on them.

Our Pakatan Harapan leaders, especially those from Bersatu, seem to lack the will to take on a centrist role, and worse, have attempted to compete with those playing the race and religion cards.

While these political shenanigans may gain domestic mileage, it doesn’t help Malaysia one bit because many see it as part of the inability to get our act together.

They see the vibrance and innovations of Thailand, Vietnam and Indonesia, and want a slice of that pie. But anyone who has been to the cities of these three Asean countries will understand why they are selling their stories much better to investors.

Let’s be blunt – they are telling investors to forget Malaysia as they highlight our continuing basket case political mentality and actions, with its cyclical scripts in tow.

Who can take us seriously if we believe a group of retired communists in wheelchairs can threaten national security over a reunion, which looked more like their farewell dinner?

Even the communists in China and Vietnam – countries which have good diplomatic ties with Malaysia – have embraced capitalism unlike those in other established free markets. The only thing communist is their political structure, that’s all.

And we still hear some small-minded chauvinists calling for the closure of vernacular schools, claiming they are the root to disunity.

The cause of our fragmentation isn’t these schools (which have produced many great talents), but the resident bigots and extremists.

Framed against this backdrop, it has become even more pertinent for those in significant positions of influence to speak up against these tyrants.

In November, Singapore launched its National AI Strategy, with three objectives to ensure it becomes a global hub for developing, test-bedding, deploying and scaling AI solutions, as well as learning how to govern and manage the impact of AI.

Schools in China have begun to emphasise the teaching of coding, robotics and AI in the great push to produce the best engineers and digital experts.

But our school system continues to be weighed down by politics, religion and language.

For just awhile, can we ask ourselves why we have been so preoccupied and emotional over so many superfluous issues that do nothing to propel Malaysia to become a developed nation?

It’s a small world after all, and in 2020, the world has become increasingly inclusive and is culturally more open and dynamic. But if we continue the way we are, we will remain in the lower tiers of national progress.

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Can the world order catch up with the world? 

When will the Western-led global order catch up with the world …

 

Vision without execution is delusion

Few countries peer far into the future, but in 1991, Malaysia’s Prime Minister Tun Dr Mahathir  Mohamad(filepic) declared Vision or Wawasan 2020. … Looking back, was it possible to achieve this breathtaking vision? In my humble opinion, definitely. How much of it has Malaysia achieved? The answer depends on who you talk to.
 

The ideal eyesight is 20-20 vision when we can see everything clearly and know exactly where to go.

Given that 2018 and 2019 have been years of great populist upheaval, geopolitical tensions, massive climate change and technology transformations, it is not surprising that our first year of the third decade of the 21st century is masked by the fog of uncertainty.

Few countries peer far into the future, but in 1991, Malaysia’s Prime Minister Tun Dr Mahathir Mohamad declared Vision or Wawasan 2020, “the ultimate objective that we should aim for is a Malaysia that is, by the year 2020, a fully developed country in our own mould, according to the standards that we ourselves set”.

To set a five-year plan is common place; to lay out a vision 30 years to the future was breathtaking in audacity. Dr Mahathir himself laid out nine challenges to achieve by 2020: first, establishing a united Malaysian nation made up of one bangsa (race); second, creating a psychologically liberated, secure and developed Malaysian society; third, fostering and developing a mature democratic society; fourth, establishing a fully moral and ethical society; fifth, establishing a matured liberal and tolerant society; sixth, establishing a scientific and progressive society; seventh, establishing a fully caring society; eighth, ensuring an economically just society, in which there is a fair and equitable distribution of the wealth of the nation; and ninth, establishing a prosperous society with an economy that is fully competitive, dynamic, robust and resilient.

Looking back, was it possible to achieve this breathtaking vision? In my humble opinion, definitely. How much of it has Malaysia achieved? The answer depends on who you talk to. On the issue of advanced country status, Malaysia is one class below in the upper middle income bracket with a gross national income (GNI) range of US$3,996 to US$12,375 per year. High-income economies are defined by the World Bank as those with a GNI per capita of US$12,376 or more. The IMF estimates Malaysia’s 2019 GNI per capita at US$11,140, pretty near the top end of the upper middle-income range, so it is certainly within striking distance. Indeed, if the exchange rate goes back to roughly RM3.80 to US$1, Malaysia would attain high income status. On the issue of national competitiveness, Malaysia ranks 27th out of 141 nations surveyed by the WEF Global Competitiveness Index (2019). This is no mean achievement, as her financial markets are ranked 15th.

But with Malaysia’s Gini Coefficient about the same as the United States (41st), social equality is nothing to be proud of, but at least advanced countries have not also achieved fairness in income and wealth that they vaunt.

Malaysia is a country blessed with large natural resources relative to the population, located in the high growth zone of East Asia and an important contributor to the global supply chain. She faces the same difficulties and challenges of most emerging markets in how to position oneself in a global situation that is fraught with new and somewhat daunting problems of geopolitical tension, climate change and massive technology transformation.

As the example of high income, sophisticated Hong Kong economy has shown, no one can take economic freedoms and competitiveness for granted, because politics can change the game almost overnight. What most governments struggle with is how to prepare the population, both the working class and the young, to adapt to the emerging technologies through education and re-skilling.

So it is not surprising in this age of digital divide that the most contentious area of politics is often in education.

Actually, there is not so much a digital divide as a knowledge divide – we are divided by our ignorances of each other and our inability to appreciate that what is about to kill or marginalise us is global climate change, conflicts and disruptive technology.

But what separates us from working together is ideology, religion and ultimately identity, turbo-charged by fake news that says the other side is always the bad guy.

In other words, polarisation can be reduced from working together to deal with external threats, but internally recognizing that there are common, shared interests and objectives.

Personally, climate change is the existential threat, whilst there is little that small countries can do about Great Power politics.

But technology is what each country can adopt to deal with climate change and keeping up with competition. Small countries like Singapore, Sweden and Switzerland carry much more clout than their size because of their willingness to invest in technology. The real threat of artificial intelligence and Big Data is that only the few that have scale and willingness to invest in knowledge will be the big winners.

This explains why the US and China have the leading tech platforms, because they not only have scale, speed and scope, but also the focus to work on the AI breakthroughs.

But recognising the threats and opportunities is only half of the Vision thing.

Vision without execution is delusion.

Getting the execution right is then all about politics and the bureaucracy.

Boris Johnson’s election victory on Brexit showed that he had the correct vision that the British were tired of European bureaucracy that stifled their freedom of action.

But whether he can change the British business model means that he has to radically transform a British civil service that has followed EU laws and mindset. This is exactly what Carrie Lam has to do with the Hong Kong civil service that is operating behind the times.

MIT economist Cesar Hidalgo quotes the essence of the modern problem by citing top football coach Josef Guardiola as saying that “the main challenge of coaching a team is not figuring out a game plan but getting that game plan into the heads of the players.”

Any plan or vision must be internalised by the players, because only they can execute the plan in the game that is ever changing and uncertain. In short, no vision in 2020 can work until the political leadership understands that only by internalizing the diversity of the team can the team be a winner or at least not a loser.

Happy 2020.

The views expressed are the writer’s own.

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Losing faith in reform of Malaysian education system


 

TO put it bluntly, I have lost confidence in our education system.

There were high expectations after the new government came into power after May 9,2018 with

its promises of reforms, and we hoped that our education system would be restored to its previous glory. But after the blunders in the past one-and-half years, I see little hope in Education Minister Dr Maszlee Malik turning things around for the better.

I have little choice now but to pull my children out of the national school system despite having to work much harder to afford private education for them.

From my observations, recent developments in the Education Ministry show that Maszlee has little or no experience in running the ministry, which is close to the hearts of all Malaysians.

His suggestion to implement free breakfast for all children will cost millions, if not billions, of ringgit; money that could be used for more meaningful things like upgrading school facilities. After all, not all children will eat their breakfast.

His latest blunder was to propose the abolition of streaming in upper secondary level. When you abolish streaming, you will end up with a rojak curriculum where the children become a jack of all trades but master of none. Their grounding in the sciences or arts would not be strong enough for them to survive their university education.

Already, the national syllabus is rojak at best, with more subjects and topics being introduced every year. I cannot imagine my children having to go through the next 10 years of their education learning things that are not relevant to their future careers.

Just think of a 10-year-old child having to learn two or three languages, Science and Mathematics, plus a host of the other subjects like Health Science, Physical Education, Architecture (reka bentuk), Moral and Civics Education, Information Technology, Arts and Craft, History and Geography. On top of these, there’s Khat and Chinese calligraphy too.

Furthermore, some principals, especially in Chinese schools, are adding to the financial burdens of the parents by asking them to buy more workbooks than allowed by the ministry.

When my son was in Standard Three, I was shocked to see that he had 21 workbooks. When he moved up to Standard Four, he had to go through a total of 440 pages for just one subject, Bahasa Melayu.

By comparison, schools conducting international syllabi such as IGCSE (International General Certificate of Secondary Education) only require the children to concentrate on four or five subjects. They focus only on the key areas that will help fulfil their prerequisites for a university education while the rest can be learnt as a hobby instead of being taught in a classroom situation.

My plan was to put my children in Chinese primary school so that they could learn the language. This means they would have to struggle with Mandarin in the first six years of their education, Bahasa Malaysia in secondary level and then English when they enter university.

Like it or not, for Malaysia to compete internationally, we still need the international languages that are widely used across the world without, of course, neglecting Bahasa Malaysia or the mother tongues, which have their place in the country.

One reason why many of our graduates are not employable is because they cannot even express themselves properly.

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Leng Siew Yeap

Leng Siew Yeap, a Malaysian, a graduate of UMS applied for a scholarship to do a doctorate degree but was refused outright by the local govt.

She was however offered scholarships by University of Edinburgh, London University and Cambridge University. She chose Cambridge University’s Dorothy Hodgkin postgraduate award to study stem cell.

On graduation she accepted the offer from Harvard to study human immunology. She is now working in research for a Shanghai university hospital.

She has successfully helped to create an method/procedure 4 the body to secrete
an antibody to fight HIV. She is now married to a Shanghai citizen, living and working in Shanghai. She and her achievements are never mentioned in any Malaysia newspaper.

View Full Profile – Shanghai Institute of Immunology

 

 

Shanghai Institute of Immunology, Shanghai Jiao Tong University
School of Medicine, China.
Research Interests

Our body is constantly attacked by pathogens. To fight against various pathogens, B cells produce a large antibody repertoire through different processes that involve genomic DNA alterations. During B cell development, a DNA cut and paste mechanism called V(D)J recombination generates a primary antibody repertoire by producing V(D)J exons that
are made up of combinations of different V, D and J segments. Upon activation by pathogens, mature B cells undergo secondary antibody diversification, whereby Somatic Hypermutation (SHM) generates antibodies with higher affinity, while Class Switch Recombination (CSR) generates antibodies with different effector functions. In theory, our body has the capability to generate all necessary antibodies to fight against different pathogens through antibody diversification mechanisms. However, this is not the case. For example, in certain infectious diseases such as Human Immunodeficiency Virus Infection/ acquired immune deficiency syndrome (HIV/AIDS), only a small percentage of the infected patients were able to produce effective antibodies. Our research aims
to elucidate molecular mechanisms that facilitate approaches in generating highly effective antibodies to fight pathogens and infectious diseases. We employ various approaches including mouse models, cell line systems, CRISPR-mediated genome editing and next-generation sequencing technologies (Yeap et al., Cell, 2015, Figure below) to address our aims.

 

 

Top Malaysian researcher working to wipe out infectious diseases

Dr Yeap heads the antibody diversification team at Shanghai Institute of Immunology, Shanghai Jiao Tong University School of Medicine, China.

LIKE many of her peers, Dr Yeap Leng Siew, 39, was raised believing that noble careers only include doctors and lawyers.

So when the Selangorian failed to enter medical school because she didn’t get straight As in the Sijil Tinggi Persekolahan Malaysia (STPM), her childhood ambition of becoming a doctor came crashing down.

She was upset for awhile but remembered that as a secondary school girl, she had done well in Biology.

It encouraged her to take up Biotechnology at Universiti Malaysia Sabah (UMS).

“I passed with flying colors and was the best student at university. If I hadn’t been rejected to do medicine, I wouldn’t have the career that I now enjoy. It was a blessing in disguise.”

Now married to a Chinese national and living in Shanghai, the mother-of-two graduated with first class honours from UMS in 2003, and received the Royal Educational Award and Tunku Abdul Rahman Medal. These awards recognise the country’s best student from each public university. After graduation, she was still unsure about her career path until a research stint at the Genome Institute of Singapore (GIS) sparked her interest in cell biology.

She went on to do her doctorate in stem cell biology at the University of Cambridge, before continuing as a Harvard Medical School postdoctoral fellow at the Boston Children’s Hospital.

“Initially I wanted to do a Ph.D in Singapore but my GRE score (a US-based graduate entrance exam) was not great.”

Though she did not receive any offers during the first round of application, she was determined to pursue a Ph.D degree.

“People are bitter about rejections because they do not have backup plans. Prof Bing Lim, my supervisor at GIS, once told me to be open-minded because a narrow mind narrows potential. His words were etched in my heart ever since.”

She was later granted the Biotechnology & Biological Sciences Research Council (BBSRC) Dorothy Hodgkin Postgraduate Award – a full scholarship for outstanding students from developing countries to pursue a Ph.D degree at the University of Cambridge.

She continued to make her mark when she was awarded the St Catharine’s College Graduate Prize for Distinction in Research during her stint in Cambridge. She then went on to receive the prestigious Cancer Research Institute Postdoctoral Fellowship in the United States.

Disappointment, she said, is part of life.

“It is how we overcome disappointments and take up challenges that distinguishes us from the rest.”

The former research assistant at GIS now heads the antibody diversification team at Shanghai Institute of Immunology, Shanghai Jiao Tong University School of Medicine, China.

“Prof Huck Hui Ng from GIS once told me, ‘work hard, and the sky is the limit’. I now tell my students those very same words.”

In 2017, Yeap was selected by the National Natural Science Foundation of China (NSFC) to receive the Excellent Young Scientist Fund, which is aimed at nurturing young talents with innovative potential.

She speaks to StarEdu about her work and advises young science students to expand their horizon. The world doesn’t end just because you didn’t get into medical school. There are many opportunities for those interested in Science, Technology, Engineering and Mathematics (STEM).

> What is your area of research?I am interested in understanding why some people develop effective antibodies to fight diseases while others do not. For example, only a small percentage of HIV-1 infected patients develop potent antibodies against the virus, which is why this remains a major health problem globally. Another example is how despite being vaccinated for the flu or hepatitis B (HBV), some do not develop protective antibodies and are still susceptible to these illnesses. My research group is studying how the antibodies acquire high levels of mutations and other special characteristics. Understanding how these rare antibodies develop will shed light on developing HIV or new vaccines for the flu or HBV.

> How long have you been away from home? Sixteen years. During the final semester of my undergraduate studies, I did a 10-week research attachment at the National Cancer Centre of Singapore. It was a time when biological research was just starting to bloom there. I was very fortunate not to be sent home because of the Severe Acute Respiratory Syndrome (SARS) outbreak, and even luckier, because I landed my first job as a research assistant at the Genome Institute of Singapore (GIS).

Seeing that I graduated from a university that didn’t even exist when he left his hometown, Kota Kinabalu, my supervisor at GIS, Dr Bing Lim, decided to hire me. He has been a great mentor ever since. In his laboratory, we were trying to culture human stem cells and I was fascinated by the idea that these cells may be turned into any type of cells for therapeutic purposes.

I realised then that I would have to pursue a Ph.D degree if I want to move further along in my research career. Two years later, I moved to the United Kingdom to begin my postgraduate studies in the lab of Prof Azim Surani at the University of Cambridge. When I completed my doctorate, my parents were expecting me to come home. So when I told them that I had planned on continuing my postdoctoral training in the United States, they were shocked. It took a while to convince them that a Ph.D degree is just the beginning of a career in research and that to have a chance of running my own laboratory one day, I would have to undergo a postdoctoral training as well.

In 2010, I started my postdoctoral training in the laboratory of a top immunologist, Dr Fred Alt at Harvard Medical School. During the five years of postdoctoral training, I met my husband and gave birth to my first child.

In 2015, we decided to move closer to home to start our career as independent researchers.

> What is it about home you miss the most?The food definitely – nasi lemak, durian, and my mum’s cooking.

> You helped find a way for the body to fight HIV. Tell us about that breakthrough.During my postdoctoral training, I developed mouse models to study how different antibody genes undergo mutation. We found that certain DNA sequences are more prone to mutations and that the same DNA sequences are also prone to deletions, another common characteristic of anti-HIV broadly neutralising antibodies.

These results suggest that DNA sequence direct the evolution of antibodies and these results were published in Cell in 2015, a top journal in the biological field. In 2017, we published in Proceedings of National Academy of Science on a related work where we analysed a mouse model carrying a human antibody gene and found that many mutations in anti-HIV antibodies are not easily achieved. Understanding how our bodies are able to elicit these rare antibodies will help in vaccine design strategies.

> What are you currently working on?We are continuously trying to elucidate the molecular mechanisms underlying highly effective antibody generation and developing approaches to guide our bodies to produce such antibodies during infection. We use animal models, cutting-edge gene editing techniques and next generation DNA sequencing in our research. We hope to one day wipe out infectious diseases like HIV.

> Are there any plans to work with other Malaysian researchers moving forward?We are constantly reaching out to researchers from all over the world, and Malaysia is definitely a priority. On Aug 9, I was in Malaysia with a delegation headed by Shanghai Jiao Tong University School of Medicine chancellor Prof Guoqiang Chen, and Shanghai Institute of Immunology director Prof Bing Su, to promote collaborations with Universiti Malaya’s Faculty of Medicine. We also visited the International Medical University (IMU).

With the Chinese government’s ‘One Belt, One Road’ initiative, there are plenty of funding opportunities for academic exchanges and scholarships for graduate studies. Hopefully, more people will come to know about research and academic opportunities in our school.

I have been exposed to different research environments in top laboratories and research institutes around the world, and the current biomedical research environment in Shanghai and other major cities in China, is definitely on par with the places that I have been to.

>What is the most challenging aspect of working in a lab?As an independent researcher, my job is to design and supervise experiments, analyse the results with my students and postdocs, and write manuscripts for publications. I also have to make sure that the lab has enough funding to do research.

Some of the challenging aspects include dealing with failed experiments, manuscripts and grants being rejected, and harsh criticisms by peers. But the satisfaction in being the first in the world to discover something new and potentially textbook-changing, makes all the hard work worthwhile.

> What qualities would a young, aspiring researcher need?Passion, persistence and determination. In the labs I’ve been to, I’ve seen college or even high school students doing research internships during school holidays. These kinds of opportunities allow students to experience the laboratory culture and life as a researcher. Being exposed to different career options at an early stage allows students to make better career choices and develop greater potential. I hope young Malaysians can be more pro-active and seek out such opportunities to enrich themselves in their spare time. I didn’t know there was such a possibility when I was in school.-Source link

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Hong Kong youth deceived by West: ‘I go to Yale, you go to jail’ mocks agitator followers


A Hong Kong resident (center) holds the widely circulated cartoon featuring a Hong Kong police officer’s back as he stands alone against protesters. Photo: Yang Sheng/GT

What went wrong with Hong Kong’s education? Is it one root-cause of the current hostility how these young people are being educated?

Crisis in Hong Kong / Integrity of global leadership

In the past two months, the radical protesters in Hong Kong, who consist of many young people and students who are infatuated with the West, have continuously showed their extremism through cyber bullying and real violence by provoking other residents of the city and people from the mainland, which prompted local experts and even many young students who disagree with them to speak out.

“I go to Yale, you go to jail” is a comment spreading in Chinese social media to mock young radical protesters in Hong Kong willing to be used by radical and foreign forces. The mockery was in reference to Nathan Law Kwun-chung, a main agitator behind the  Hong Kong riots, who has left Hong Kong to study at Yale University, while calling on many of his peers to remain on the streets.

Not only Law, but other masterminds, including opposition politicians Martin Lee Chu-ming and Claudia Mo Man-ching, have refused to send their own children to stand with protesters and conduct unlawful activities. Some of their children have been living overseas or studying at universities in Western countries.

Since June 9, Hong Kong police have arrested 748 protesters for attacking police and many of them are young people.

This is truly sad because many ignorant and naïve young students are obviously being used by agitators and some US politicians who are trying to put pressure on China during the China-US trade negotiations, said Cheung Yuen Sum, a Hong Kong commentator and convener of Hong Kong-based think tank IDEA4HK. “More sadly, they don’t admit or realize that they are being used. They are sick.”

Patriotic Hong Kong residents pose for photos with the Chinese national flag at Hong Kong’s Victoria Harbor on early Sunday morning. The banner reads “Opposing foreign forces’ interference in Hong Kong affair! Traitors get out of China!”Photo: Chen Qingqing/GT

Unbelievable ignorance

Law said on his Facebook page that he is just changing place to continue the “fight for Hong Kong.” Agitators like him going to Western countries like the US and the UK did not stop inciting trouble but continued to ask politicians of these countries to voice support for them and pressure China.

On Friday, a rally organized by pro-West organizations asking for help from the US and the UK was held at Chater Garden in Hong Kong. Some of the participants went too far to ask the UK to “re-exercise the Treaty of Nanking and Treaty of Tientsin” which were two unjust treaties that the Qing Dynasty signed with the British Empire after the Opium War that allowed Britain to colonize Hong Kong and start selling opium products to China.

In 2014, during the Occupy Central movement, Tang Chi-tak and Hui Sin-tung, two student representatives from Hong Kong, testified to the Foreign Affairs Committee of the British Parliament, urging their former colonial master to “re-exercise the Treaty of Nanking and Treaty of Tientsin.”

Experts said this is hopelessly ignorant, and that these young people didn’t read the treaties at all before they made such remarks. They also have no idea about how powerful China is now.

Victor Chan, 33, vice chairman of the Hong Kong Association of Young Commentators, said that many of the Hong Kong young people have no idea what happened in the Middle East and Africa as many countries have already paid the price of Western forces aiding local “democratic movement.”

“Have they forgotten what happened in Libya and Syria after the Arab Spring?” Foreign intervention will bring chaos and death, and those young people’s ideas are unrealistic and dangerous, Chan noted.

Hijacking others

It’s very hard to change the mentality of young Hong Kong people today, as society is divided, and many young people are actively involved in protests.

However, those young protesters are also divided into three groups: a group of core radical protesters who piloted demonstrations; a group of fervent protesters as “dare-to-die troops”; and a group of young students who have been deceived, said Chan Cheuk-hay, president of the HKCT Institute of Higher Education.

For the third group, their views could be easily influenced. “The majority is those young students whose opinions could easily change. The recent attack on a mainland passenger and a reporter at the Hong Kong airport made them reflect on recent protests,” he said.

Many young people and students from top universities, like the University of Hong Kong and the Chinese University of Hong Kong, disagree with radical protesters or anti-mainland activists, but they prefer to keep a low profile because they are afraid of being bullied by radical classmates.

Some of those who agreed to be interviewed by Global Times reporters requested anonymity. Michael Wong, 22, from Hong Kong Baptist University told the Global Times that “they [radical students] said they are fighting for democracy and human rights, but they call everyone who disagrees with them and defends the government enemies, and treat them with violence and insults. Is this the democracy they are fighting for?” –  Source link

 

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E-cig & vape devices targeting teens


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Some of the latest e-cig and vape devices are cheap, as small as your thumb and can even be worn as a watch. Tobacco control experts say awareness among parents and teachers are crucial in keeping this new addiction out of schools. 

LET’S be clear – e-cigs and vape (ECV) are electronic drug delivery devices that can be used with the likes of meth and marijuana, warns Universiti Malaya Centre of Addiction Sciences (UMCAS) chief coordinator and the varsity’s Nicotine Addiction Research & Collaboration Group (NARCC) coordinator, Assoc Prof Dr Amer Siddiq Amer Nordin.

The smoking cessation specialist says there’s a chance that students using ECV will be exposed to other drugs.

“And it’s likely they’ll face the same problems – like poor grades – as students who smoke.”

Dr Amer Siddiq was commenting on findings published in the July edition of the Journal of Criminal Justice.

‘It’s all the rage! Exploring the nuances in the link between vaping and adolescent delinquency’ suggests that there may be something “criminogenic about vaping among adolescents”. But the strength of the relationship between vaping and delinquency depends on what is being vaped, with marijuana vaping being most heavily correlated with delinquency.

Dr Nur Amani@Natasha Ahmad Tajuddin, the lead of the NARCC smoking prevention programme in schools, says when the use of ECV is related to crimes like theft, violence, fighting, bullying, and running away from home, more effort is needed to curb the habit.

“Parents must realise that ECV has negative health, mental, economic and academic impact on youths.”

Young at risk.

Four years ago, ECV use among students was less than 3% because the devices were too pricey for most teenagers, Assoc Prof Dr Anne Yee notes..

According to the Tobacco and E-cigarette Survey among Malaysian Adolescents 2016 (Tecma), a whopping 36.9% of students start on the devices between the ages of 14 and 15, and now, we’re seeing a spike in teenage use..

Easily passed-off as a smart watch, thumb drive or pen, the eye-catching devices look like the latest fashion accessories, says the addiction psychiatry expert and UMCAS member..

“Sellers are going all out to push the product to teens by making it cheaper and more accessible..

“Many even give it free to attract young customers. Drug pushers use the same tactic to get people hooked so that they keep coming back.”.

These days, huge, eye-catching banners adorn night markets with traders openly displaying their wares. Clearly, the colourful e-liquid bottles with fancy names were designed for kids, teenagers and women, she says. These are groups that may never smoke yet we’re turning them into ECV users..

“If sellers are targeting adult smokers who want to quit, they wouldn’t need gimmicks. Why make such fancy designs?”.

Dr Nur Amani says a recent study reported that 22% of children aged between 11 and 15 in England, use ECV compared to 18% who start smoking..

“This is because ECV ads are appealing. Here we have celebrities promoting ECV on social media to entice kids.”.

Dr Amer Siddiq says more needs to be done to prevent a new generation of nicotine addicts from emerging..

“ECV isn’t safe. The devices could burn and the e-liquids could be adulterated.”.

While studies have shown that children and adolescents see ECV as cool, pleasurable and fun to use, Dr Nur Amani says there’s a pattern of kids from lower socio-economic income groups being targeted by unscrupulous sellers..

Getting the girls.

National Union of the Teaching Profession (NUTP) secretary-general Harry Tan says teachers nationwide are noticing a rise in ECV use among girls..

“This is scary because with cigarettes, it was mostly just the boys. But these devices are popular among both boys and girls.”.

Dr Yee is worried because nicotine is being touted as a way to lose weight. It’s like what drug pushers tell women about meth..

As it is, more young girls are experimenting with e-cigs as compared to cigarettes..

Cute cartoon packaging and fruity flavours are aimed at female non-smokers.

Society still has a negative perception of women who smoke. But with ECV, the message is that even ‘‘good girls’’ use it because it’s fashionable and can help you lose weight, adds Dr Yee.

In December last year, The Star highlighted how ECV and e-liquids were promoted as weight management aids.

“Even e-liquids that claim to be nicotine-free contain the drug. And you’ll never know for sure how much nicotine is inside. It could be equal to 20 cigarettes.

“A nicotine high lasts for less than two hours before the craving starts. So getting youngsters hooked on ECV is a business tactic, ” explains Dr Yee.

If your kids are turning to cigarettes, ECV or drugs, it could be because they’re bored or have no one to turn to, she says, adding that children who feel a sense of belonging in the family don’t need these harmful distractions.


Easily addicted

Dr Yee says teenagers are much more susceptible to addiction compared to adults. Some even start to have nicotine cravings after just one try.

“The teenage brain has yet to mature. That’s why adolescents are more impulsive, emotional and susceptible to advertisements aimed at influencing their behaviour.”

Parents whose children are already smoking aren’t helping by getting them an ECV. While it’s better than a tobacco cigarette, ECV is harmful for non-smokers.

When inhaled, tiny chemical particles in the e-liquids can enter the bloodstream and cause long-term harm.

Those between the ages of 10 and 18, adds Dr Nur Amani, are especially vulnerable to addiction.

The medical doctor says e-liquids contain toxic materials like lead, arsenic, manganese and chromium. Exposure to even small amounts can worsen symptoms of ADHD (attention deficit hyperactivity disorder).

ECV use among varsity students is also worrying, says Dr Amer Siddiq, who was among the researches behind The use of e-cigarettes among university students in Malaysia journal paper published in December.

The study, funded by the Education Ministry, involved 1, 302 students in six Malaysian varsities.

“Over 40% of students smoke and use ECV. This means that ECV has not helped them quit smoking, ” he says, adding that some users even experienced adverse effects like dizziness, coughs and headaches.

Anti-vape campaign

The Education Ministry recently announced that it would intensify awareness campaigns after claims of ECV being freely distributed among students, and photos of youths vaping, went viral.

Calling on parents and society to stop students from bringing the devices to schools, the ministry’s director-general Datuk Dr Amin Senin notes that ECV has become the norm these days – becoming more sophisticated and difficult to distinguish from other electronic gadgets.

Welcoming the ministry’s move, Dr Nur Amani feels it’s important to get tobacco cessation experts onboard to work with teachers.

More awareness campaigns need to be conducted by health scientists, educationists, politicians and non-governmental organisations, to show that ECV use is not “normal behaviour”.

Group activities, instead of talks, work better to impart knowledge. And, it’s more sustainable.

“The children themselves can then act as ‘peer experts’. The impact is greater when the message is shared by those of the same age group.”

Campaigns can be effective if we target parents and teachers, says Dr Yee.

With children and adolescents, the more you say no, the more they will want to try it, she says, adding that parents shouldn’t over-react if they find their child smoking, using ECV or taking drugs.

“It’s not the end of the world. Be an ally to your children instead of acting like the police.”

She suggests talking to children about the dangers out there instead of sweeping things under the carpet.

“Make them realise that sellers only want to make money by getting youths hooked on an addictive habit whether it’s nicotine or drugs.”

The Health and Education Ministries are already working together on the Kotak (Kesihatan Oral Tanpa Asap Rokok) programme to highlight the harms of cigarettes and its related products, says Dr Amer Siddiq.

But with the introduction of newer ECV models, there’s a need to raise awareness among the adults

Citing some pod-and-USB-like devices as examples, he says these have very high nicotine content but most parents and teachers don’t know about them.

Recently, children were mimicking vaping because of what they see on social media, Dr Amer Siddiq says in reference to the crackdown on Ghost Smoke – a candy consumed by sucking on a straw to produce a vapour-like effect.

“The Kotak programme must be enhanced to cover ECV and its dangers especially the impact on young developing brains.”

NUTP’s Tan says most teachers are in a cocoon when it comes to ECV.

“We need to expose teachers to this new threat so that they know what to look out for.

“And teachers must be given more authority. Since we cannot cane and are vulnerable to lawsuits, we want legislation that compels parents of problematic students to come to school and be responsible for their kids’ behaviour.”

UM, says Dr Nur Amani, has been conducting educational and advocacy programmes in schools through its No-Cotine Club and Community and Sustainability Centre (UMCARES).

Trained students go to colleges and schools to carry out activities that de-normalise smoking and vaping, she says.

“Soon we’ll be approaching 80 partner schools to tell our children that EVC is not just ‘evaporated water’.

“The effects are harmful and it’s haram for Muslims. Hopefully when they go home, they’ll share the message with their parents.”

Smoking and IR 4.0

ECV will be among the hot topics at the upcoming KL Nicotine Addiction International Conference (KLNAC) 2020, says its organising chairman Dr Amer Siddiq.

As the country moves towards realising the National Strategic Plan to make Malaysia smoke-free by 2045, it’s crucial to look at all forms of technology that can prevent the uptake of cigarettes, he says.

“We’ve decided on the theme ‘Mission IR 4.0: Redesign Tobacco Control’ because of the emergence of various disruptive technologies that can either assist quitting, prevent youths from starting the habit, or attract people to smoking.

“ECV was initially touted as a way to help smokers quit but we’ve seen how Juul has ended up enticing youths to take it up instead.”

UM, he says, is already using data and technology in its tobacco control efforts.

The varsity’s dental group is working on an app for school children to prevent initiation to smoking.

And, Dr Yee is collecting data to match smokers with cessation apps that are right for them.

“We’ve thousands of smoking cessation apps yet the success rate is only 25%. Each app caters to specific personalities so we’re trying to match smokers with apps that cater to their preferences. This will ensure a higher success rate.”

By CHRISTINA CHIN – Source link

Teens the target for vape products


Cause for concern: Subbarow showing the smart watch vape gadget at the CAP office in Jalan Masjid Negeri, Penang.

GEORGE TOWN: Vape products in all shapes and sizes have been flooding the market, including those targeting schoolchildren.

Besides vape pens and chocolates, the latest is the vape smart watch.

The gadget, which has a strap and detachable watch, is being sold openly in shops for RM132 each.

“These watches can cost less than RM130 and some students are using pooled money to buy and share them.

“They also pay RM50 for a 30ml bottle of liquid nicotine, ” said Consumers Association of Penang (CAP) education officer N.V. Subbarow.

He said recently, teachers in two schools in the state seized vape gadgets from students, showing a disturbing trend of students vaping.

“They look like regular smart watches and teachers may not easily identify them. The liquid is poured into the detachable watch face unit, and the vaping device is shared among the students.

“One can easily lay their hands on the China-made product as they seem to be used by schoolchildren. This could lead to serious health issues.

“The government may have banned cigarettes in schools or public places, but the law still allows e-cigarettes. Sadly, many unscrupulous traders are promoting these products as gifts, ” he said in an interview.

Subbarow also claimed that a preschool teacher confiscated a “cigarette pad” from a five-year-old recently.

“When you roll each page torn off from the small note pad, it looks like a cigarette. This seems to be a plaything among the children.

“There is like a pattern now where smoking is being promoted at an early age, which would have disastrous effects on a growing child. There are no laws stopping profiteering from these gadgets, ” he said.

Subbarow added that students often got away with vaping, compared to smoking cigarettes because they come in many flavours and are water-based, without emanating much smoke or smell.

“The fruity flavours of apple, orange or strawberry cause the vapers to have fresh breath, making it difficult for teachers and parents to know if their children are vaping, ” he said.

When met, two 16-year-olds from a school in Jelutong, who were vaping near the CAP office at Jalan Masjid Negeri, said they bought an e-cigarette for RM100 and liquid nicotine for RM50 and that they smoked outside the school.

One of them said he had borrowed money from another friend and it was nothing new as many peers in his school have e-cigarettes.He said they would also meet after school for vaping sessions.

Subbarow cautioned that thousands have died from lung infections and other diseases due to smoking, which is higher than those who were killed in accidents.

“Our checks in about eight schools showed that the situation is critical. Prompt action must be taken to address the issue, including amending the laws to ban vaping in public places.

“The anti-vape campaign started five years ago when vaping was a hot issue but it soon fizzled out as the Health Ministry did not follow through, ” he said.

“It’s time for drastic action or we’ll lose an entire generation, who will end up becoming vaping addicts.”

By R. SEKARANSource link
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Planned ‘inclusive education’ endangers our children


I NOTICE the phrase “inclusive education” has become very fashionable these days. From parents to politicians and a fair few of us in the field of early childhood education, everyone seems to be smitten with the idea of achieving equity in education through the supposed magic pill that is mainstreaming “special needs” children.

Let me first state that education is a fundamental human right. The United Nations has codified it as such in its charter, and anyone with an ounce of intellect cannot dispute the starring role of education in raising the quality of life for individuals and society.

Yet I fear that in our missionary zeal to pursue inclusive education, Malaysians specifically and Asians in general risk distorting what constitutes equity and diversity, and grossly underestimate the groundwork and, indeed, sheer grit needed to implement it.

Instead of reducing the discrimination special needs children face at school, such a plan in its present shape and form may in fact backfire and intensify it.

Before I explain why, let us first establish what inclusive education is, since there seems to be much confusion over the definition.

Unesco (UN Educational, Scientific and Cultural Organisation) describes inclusive education systems as those “removing the barriers limiting the participation and achievement of all learners, respect diverse needs, abilities and characteristics and that eliminate all forms of discrimination in the learning environment”.

The Malaysia Education Blueprint 2013-2025 meanwhile narrows the definition of special needs to students with “visual impairment, hearing impairment, speech difficulties, physical disabilities, multiple disabilities and learning disabilities such as autism, Down’s syndrome, ADHD (attention deficit hyperactivity disorder), and dyslexia”.

There are two glaring problems here. First, lumping the above variety of physical and mental challenges under one umbrella is in itself discriminatory, as it equalises the learning ability of all within. 

This is ludicrous.

A child with a physical handicap could be on par with his so-called “normal” peers in keeping up with coursework, something that may be impossible for those with ADHD, autism and especially dyslexia.

How will a blanket policy for special needs children address their highly diverse needs? If the popular notions of inclusive education are made real, will there be multiple streams to the “mainstream”? And if learning methodology, timelines and schedules are stratified for those within the special needs domain, then what is “inclusive” about the system?

Second, I am of the opinion that we have a naïve understanding of inclusivity in the educational context, driven perhaps by our feverish desire to mimic the West. What we perceive as “inclusive” is integrative at best, something writ large in the education blueprint that maps out the closure of special needs facilities and merges their students with general bodies.

Besides bringing everyone under one roof, as the “combined classrooms” envision, there will plainly be separate clusters of students that are physically together yet galaxies apart in terms of academic and support requirements.

Nevertheless, there are positives to inclusive education as an ideal that makes it worth fighting for. I recently read a well-argued piece by Dr York Chow Yat-ngok in the South China Morning Post where he wrote that teething pains aside, combined classrooms will promote empathy and acceptance among all children and additionally raise the self-esteem of those with special needs.

While Dr Yat-ngok and similar-minded experts hold admirable positions on inclusive education, their arguments could go both ways. If we agree that young children absorb information like sponges and are in the process of building personalities, there remains the risk that even one distressing episode with a special needs child, say an autistic one, could internalise in them negative stereotypes about that group for life.

As humans, our concept of “normal” is often far removed from the scientific benchmarks that policymakers use to establish educational guidelines. And young children, especially, judge normality through adequate participation in social rituals as minor as sharing toys during playtime or napping together peacefully.

Also, when comparing Malaysia’s preschool system with developed nations, we must keep two very important things in mind: numbers and attitude.

First, the current teacher-to student ratio in Malaysian preschools is very taxing on educators. Here we have one teacher for 15 to 20 children whereas the ratio is six to eight in the West, excluding support staff like medics and mental health professionals.

And given young children can have wildly diverging personalities, it requires an enormous amount of patience and physical energy simply to teach the “normal” ones.

Therefore, before attempting to consolidate special needs and mainstream preschools, the government must first bridge this gap in terms of teacher numbers and skill-sets or risk pandemonium and even class-action lawsuits by parents if the new school environment endangers their children.

Next, the graver problem of attitude: The majority of Malaysian early childhood educators never wanted to enter the profession. I hear this every day at universities and in the field.

Because of the quota system in public universities, many settled on a major that was not even their second or third choice simply to attend a prestigious institution. And as working professionals, many regrettably do not care.

The greater irony here is how the pecking order of public education programmes cheapens early childhood education. Don’t have the grades to become a doctor, engineer or lawyer? Just go teach preschoolers.

The bottom line is the roadmap to inclusive education in preschools must be put away until both state and civil society awaken to their responsibilities. We cannot keep gambling with our children’s future, nor frustrating the few teachers who actually care about them.

** Jerrica Fatima Ann is a Malaysian early childhood educator and editor of www.imageofachild.com.

Source link 

 

Taking a stand for inclusive education

IN my heart of hearts, I believe that we are all special. No individual is the same as another, not even twins.

We all have little quirks that make us unique, whether it is an obsession with having everything in order, a habit of reading out loud or the urge to sanitise one’s hands after touching any little thing.

In spite of our quirks, we all want to be accepted for who we are, and we are lucky when our family, friends and colleagues do so.

If society can accept “normal” people and their eccentricities, why can’t it extend the same courtesy to those with special needs? I believe the answer lies in our education.

Society is a reflection of our education system. If we learn from young to perceive those who are different from us in an unfavourable light, it is natural that we pass this same mindset on to the next generation. Sadly, this creates a nation that lacks values like tolerance, understanding, compassion and kindness.

Taking a stand for inclusion and diversity is more than a special needs agenda; it is about fighting for a better world where everyone is accepted for who he or she is. And it has to start with education.

As an educator, I believe that we need to make a constant and conscious effort to push for inclusion and diversity. This is why we should continue to emphasise the importance of the special needs programmes.

It saddens me when schools turn down special needs children because they can’t handle them. To me, special needs children are just like any other kids, except that they need time and help with learning.

There are countless studies that advocate inclusive classrooms for both normal and special needs children. In an inclusive classroom, children with special needs are known to learn faster by observing their normal peers and being motivated to keep up.

Normal children, on the other hand, learn important values like tolerance, kindness and compassion through interacting with them.

What can be better than this? After all, we want our children to grow up ready for the real world.

The question is what kind of world do we want? I, for one, want a better world for our children, and that starts with embracing diversity and practising inclusion.

PUA CHEE LING, Chief executive, Dika College Puchong, Selangor

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Spirit of inclusive education

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Learning to be financially literate begins in childhood

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Undi18: So what’s next?

https://www.thestar.com.my/opinion/letters/2019/07/29/undi18-so-whats-next/

 

 

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