What? 8% of National Service trainees cannot read or write?

Aren't you shocked to read this- 8% of the NS trainees cannot read or write. What did they learn in schools? How did they spend 11 years of schooling? Were their parents okay with their children not able to read or write? How did the teacher thought these students or can we still call them students since they did not even succeed to read or write. Or were they just a bunch of dumb people from the outside world coming to Malaysia to see how we interact with the people who cannot read or write? There are lots of questions in rational minds as to answer this most serious problem of our nation. Yes, Prophet Muhammad never knew how to learn or write but he was different. He was granted the greatest treasure of knowledge directly from Allah SWT which is the Al-Quran.

And do you know what the first surah passed to Prophet Muhammad SAW is about? Iqra' which means 'READ'. These people are no even close than being close to those who could not read or write in Prophet Muhammad's time. And believe me, these people are no like a prophet. I know these students- thanks to my 11 years of schooling in daily school which none of the boarding school students can experience.

This is much much more important than Anwar Ibrahim being acquitted- frankly speaking both sides of the case are losers. But these NS trainees never know they are losing in this competitive world. And the world is not going to be any kinder to us- in fact, it's going more competitive than ever. Forget the Singaporeans but focus on what China is doing with its citizens. To run away from poverty, education is the answer and yet many are seemed to be lost in this concept. The Shanghai students are among the first in reading and maths based on an international education indicator far leaving us behind.

If they couldn't read or write- what have the parents, schools or teachers done to make them able to do so? Seriously, there are literally thousands of questions running in my mind right now. One thing I am sure of- among the 8% of the NS trainees who cannot read or write, more than 90% are Malays. Why am I not surprised? -The Chukai Insider

*PS: To the students who are sooooo eager to demonstrate with the reason to so-called 'change the world and in the name of freedom' (ugh, what a cliché!), and yes you Adam Adli, I think it's far far better for you to go to the NS Training Camps and teach these students how to read and write now that you have 18months suspension from your university. Later on, 'real change' can happen! And I guess it's good for your training to become a teacher. Unless, why would you enrolled in government university to study education?

Scholarships in Malaysia: Interviews and Mistakes

My brother has received many offers from government-linked companies (GLCs) to further his studies overseas. However, the biggest hurdle for him and many other students comes in the form of interviews. Forget what you have received in school, and most probably the interviewees won't be asking that since details about yourself are already in front of their eyes. Let me share with you how to tackle the questions and mistakes not to be done if you want to get scholarships in Malaysia. I've got mine and it is wonderful and I feel obliged to share my knowledge with our excellent SPM students. You have worked so hard, and so are the rest. So, what makes you different? When it comes to interviewing people, nothing matters except what's in front of you.

1. Prepare, prepare, prepare

Now is the best time to share with the interviewees what have you done before, be it curricular activities or whatever. That is why your activities in schools are important. Why? At least you have something to tell the person who will decide whether you will get the scholarship or not.

• A must question in any interview: Tell us about your family and background. If you can't prepare for this kind of question, please don't put your hope too much, okay? So, what to tell the interviewees? Tell them about your parents, what do they do (in case of me, I've an interesting story because my father is a barber and everyone will be like "Really, your father is a barber?"). So be proud of your parents. That was what I told my interviewees for every single time. Next, tell them where do you come from. Elaborate and  make stories out of it. Make sure that you are very smooth when talking about you background. Who else is better to tell about yourself?
• What have you done in schools? What were you interested in? 
• For me, I was very sure that my position as the school's top student leader was not an interesting topic to my interviewees since she did not ask anything about that. Why? Everyone knows if you can lead a student body, at least you have leadership qualities (although even some may not).
• Do you know what the interviewee asked me? She asked about my Chemistry Quiz which I got a distinction from an Australian body when I was in Form 2. Yes, when I was in Form 2. She may be more interested in the amazing thing that I did in Form 2 compared to all of the national leadership camp, science quizzes, national champion, public speaking and debating competition. 
• What I learnt from this is that we have to prepare ourselves of something unexpected. I would have never thought that she would be asking about that. However, I was gifted with some communication skills and went through the question very well. This brings us to another point, polish your communication skills!
• Ignore those stupid person who would say you don't have to practice to speak in public. Practice speaking and you will be good in it. I saw many scholars who cannot speak very well actually but they managed to get the scholarships? How is that? They practised for so many times before coming to the interviews. My friends and I have always practised speaking before the interviews on any topic that came to mind, even if it was Benazir Bhutto. Practice, practice, practice!
• What, Benazir Bhutto? Who is she? This should be the 'aha' moment when you must realise the importance of reading newspapers (or having some friends who are newspaper addict like Mr F, a friend of mine). My brother also asked what to answer of you have no idea whatsoever in answering the question. I asked him what was the question? His answer - What is sustainable development? OMG! That's easy. The solution is take the key words and elaborate! Easy. That question was nothing compared to the question I received from a white-haired interviewee from TNB, " What is the price per unit share for Tenaga in BSKL now?". I did not know. That was a fact and you need to answer that accurately. But, did you know what was I thinking? I thought he also did not know about the price, so I answered RM3.00++ because the price always fluctuates. He just nodded. I tell you, he did not know as well. See, confidence is everything. 
• Confident, confident, confident! But not too much or you will be a bitch during the interviews. How to get the confidence? Easy. Get into your room, lock the door, and play acting. 
• Successful students do this. Imagine the room is filled with the interviewees. So, main berlakon-berlakon ye. Practice your speech and sometimes read the newspaper aloud so you can practice your pronunciation.
• This bring us to another point, polish your English if you want to get good scholarships. But, if can't do it in short time, never mind. Many scholars are still struggling with their English even if they are sent to London. The point is, if you can speak English properly, show to the interviewees that you have tried. But seriously, improve your English if you still have time. How? Read The Star aloud, the articles not Starmag. 
• Knowledge about your choice of courses. Why do you want to do medicine? Normal answer: I like to help people. Folks, think of something else. Why engineering? Normal answer: I want to help building the country. Why geology? Normal answer: I will get lots of money, haha! 

Don't do these mistakes:

1. If you are like me, someone who cannot stop talking then you have to learn how to control yourself. If there is a group interview, do not dominate. This is especially true for Petronas scholarship program. If you ask any Petronas scholar, he/she will say not to dominate the group. If you do, goodbye. Then, how to present yourself without dominating the group? When you present your ideas, and you are done, ask for other friends to give feedback. Ask them questions that start with " Don't you feel that...", "Isn't that true..". This is to show how your team has worked together. 

2. Don't come late. Do you need more explanation on this topic? If you do, please close this window.

3. Wearing inappropriate clothes. Who would want someone sloppy? So, wear something smart that makes you look smart. However, don't overfashion yourself. No one give a damn whether it is a Zara or not. 

4. Wearing slippers (I'm not sexist but this is what I always see among girls). They think wearing long baju kurung will cover the feet portion. No, it doesn't. If you wear something work-like shoes, don't you feel more comfortable and have more confidence? People want to give you scholarships, so wear something nice. 

5. Crutches in speech. Crutches like 'urm', 'ahh', 'aaa'.

If you want to get specific interview tips for specific scholarship, you may contact me through the email at faidhiyusoff@gmail.com or leave your comments below. I may be able answer your queries as soon as possible. I have many friends from different scholarships so I can ask them for you. Whether it is Petronas, Bank Negara, JPA, Mara, Sime Darby, Khazanah, Shell, Yayasan Terengganu etc. you may get insider information from those who have gone through them and succeeded. -The Chukai Insider

Sejarah oh Sejarah...

For those of you who don't read newspaper because you were sick of the UMNO assembly, here's something new: Sejarah will be made a must-pass subject in three years time. Oo...

I don't question the rationale behind the decision of making it a compulsory subject to pass in SPM like Bahasa Melayu (or Malaysia? They change it all the time. Next minister come in, they'll change it again). What are the consequences? It's okay for the 90% maybe who will pass it, but for the rest? There will be another subject for them to worry about if they want to get their high school certificates.

Again, I don't question the rational. I don't want to question the content of our Sejarah syllabus as well as I'm not even an expert. Lots of discussions in newspapers however really delusion all of you guys with the fact that the columnists are all historians. So, be careful. 

What I want to bring as an issue is the methodology of teaching and assessment of Sejarah. Kesian for many of us who does not have the ability to grasp the subject and forced to do something they are not good at.

Teaching of Sejarah in schools normally would involve one-way communication. Teacher talks, you listen. You tak dengar, cikgu baling kapur, hahaha! Or marker! Better, group presentation. You talk, others listen. When exam is coming, wooosh! There comes the tonnes of past year papers! Woosh, answer that. Look in the textbook a little bit, and then tomorrow, you can answer the exam. That's  the case for the smart students. 

What's the purpose of Sejarah in school actually? Which one is better? You know all the facts, and then can put it in the essays or you have to analyse the Sejarah by knowing all the facts? That's the problem with Sejarah  lessons. You don't feel the Sejarah is alive. When talking about this, there's a report saying that the methods will change by putting more time on forums, discussions, debates and even drama and theatre! What? They are the activities the students are running away from! Malu la I nak berlakon jadi Sultan Melaka..sape jadi Hang Li Po..ouuu..

We, students want to watch movies! We want to go jalan-jalan. So, bring us to historical sites! We want to get marks for that! We will remember the significance of the A'Famosa better if we go there and not just look at the pictures in the full-of-words-with-no-interesting-pictures-at-all textbook. 

Thinking about thinking in Sejarah? Look at the questions. The only thinking question is when it come to the "Apakah pengajaran daripada peristiwa ini?". Nearly all of the students can answer pengajaran questions...duh..

I guess (because I'm not an educationist) it is better if the question goes like this: Bagaimanakah kejatuhan kerajaan Melaka membawa kesan kepada empayar di bawah kekuasaannya? Cewah, wat poyo skit. You have to think to answer it (think). You have to know which states were in the empire (facts). You have to predict because I don't happen to remember this fact is in the textbook (analyse). It's like you are playing with your minds to imagine what will happen to those states under the empire. Don't just put you-know-or-you-don't-know questions like this: Apakah sumbangan kerajaan Agraria? You know, you get full marks. You don't know, urmm padan muka. 

We are talking about the larger masses of students here. Those who don't want to be historians. I lauded the move to make it must-pass subject, but change the method of teaching and assessment. 

ps: there's no interesting history movies like how good Upin and Ipin is..

-The Chukai Insider

Malaysia wants doctors, scientists and professors only.

I had mentioned before that the software and hardware should be developed in the country at the very same pace. One must not lead the other. And software cannot survive without hardware and vice versa. Although I am totally lauded the mega physical developments here in Malaysia, I never say we should have been neglected other stuffs. I know most of you who have read my blog would think that I go for the physical development only.  I wrote these before:Obsession with ranking 2, Obsession with ranking 2 and Malaysian schools are killing creativity.

Okay, straight to the point. These are the problems in Malaysian education system

1. Students are treated like lab rats.
2. No firm stand on education
3. Bias towards those who have higher cognitive abilities
4. Bias towards rote learners
5. Sports? Where? Di tanah sekangkang kera tu? No wonder I don't know how to play football (Alasan, hehehe!).
6. An A in English is far better than the ability to communicate in the language
7. Discrimination against low performing schools
8. Discrimination against low performing students

1. Students are treated like lab rats

• PPSMI and then MBMMBI and whatever acronyms la..
• I want PPSMI so it will at least our village people get exposure in speaking English
• You know, in major cities you have lots of exposure in English, for the rural students?
• That's why PPSMI was in place
• If you blame the students could not grasp the Science and Mathematics, they could not do so in Bahasa as well because the bottom line is their attitudes

2.No firm stand on education

• PPSMI again
• Why students cannot have the atmosphere to learn in English like rich students in international schools learn?
• Are you trying to widen the gap between the rich and the poor even further in Malaysia?

1. 3.Bias towards those who have higher cognitive abilities

• This is a very good complaint made by teacher. Read this:Pendandan rambut juga pandai
• If you look at the trend, we all want to make all students become doctors, lawyers, scientists, geologists, biotechnologists..how about those who wants to become a chef? Top Chef anyone?
• more on this later on
• 
  
• 4.Bias towards rote learners

• If any of you who doesn't know, beginning 2014 History is a must-pass subject in SPM like Bahasa Melayu.
• With what I learnt in school, I guess they must pass the memorising test. Why? History lesson should make us think from the facts we are given. So, there should be research and analysis. But SPM focuses on the facts part only.

5.Sports?

• I don't want to get poyo, but I've been to an international school before and to a national school as well.
• Sports facilities? If the government can provide what my private school can provide, we will have more Nicol Davids and Lee Chong Weis.
• Even I get intrigued to join the sports with the facilities provided. The facilities seduced me..

6. An A in English is far better than the ability to communicate in the language

• It's okay to focus on the As, but make sure we can talk in the language too.
• How do we want to talk in English if we have limited opportunities to talk in the language. 

7.Discrimination against low performing school

• Instead of giving assistance to needy schools, it is always the top performers which get incentives, status of cluster schools while the gap between the best schools and the worst schools widens

8.Discrimination against low performing students

• Many students who spend 11 years in school end up nothing. I dare say majority students who finished form five is the same student they were in form one except some experience in monkey love. Ooou... With the syllabus that focus more on whats rather than hows, it's not a surprise. Instead of teaching them economics or perdagangan or mathematics, may be you can give them skills like entrepreneurship, car repair, kelas menjahit and bakery. Not just that, inspire them to become great in whatever they do. If there is a great doctor, why don't we have great cooks, great artists and great mechanics as well? 

Should we have physical developments? Yeah, very much. Do we need soft development? Yeah, very much. Both complements each other. We need towers and towering humans. 

Now, I am waiting for mega-project in education.

-The Chukai Insider

Satu Sekolah: Pemangkin Perpaduan Nasional - Amin Iskandar (Read this!)

Pada tanggal 31 Ogos 1957, Malaya ataupun sekarang ini dikenali sebagai Semenanjung Malaysia bebas dari cengkaman penjajahan British.

Sewaktu memproklamasikan kemerdekaan Malaya, perdana menteri pertama, Tunku Abdul Rahman Putra Al-Haj berkata,

“Malaya akan selama-lamanya menjadi sebuah negara merdeka dan berdaulat yang diasaskan dengan prinsip kebebasan dan keadilan serta menjaga kebajikan dan kebahagiaan rakyatnya dan mengekalkan keharmonian di kalangan semua rakyat.”

(“Malaya shall be forever a sovereign democratic and independent State founded upon the principles of liberty and justice and ever seeking the welfare and happiness of its people and the maintenance of a just peace among all nations.”)

Tanggal 31 Ogos tahun ini, genaplah 53 tahun deklarasi tersebut diungkapkan. Akan tetapi, Malaysia — ditubuhkan selepas Singapura, Sabah dan Sarawak menyertai Malaya pada 16 September 1963, sudah jauh tersasar dari apa yang diungkapkan oleh Bapa Kemerdekaan satu ketika dahulu.

Saya tidak mahu menyentuh isu-isu kebebasan dan keadilan dalam tulisan kali ini kerana isu-isu tersebut telah banyak diungkapkan dalam penulisan-penulisan sebelum ini.

Hubungan diantara etnik di Malaysia

Yang membimbangkan saya dewasa ini adalah masa depan hubungan diantara masyarakat pelbagai kaum di Malaysia. Ini adalah permasalahan yang terus-menerus diperdebatkan kerana ianya tidak pernah dapat diselesaikan.

Diantara faktor yang menyebabkan masalah ini tidak dapat diselesaikan adalah kerana ramai yang mengambil jalan mudah apabila berbicara mengenai polarisasi antara kaum di Malaysia.

Menyalahkan Umno seratus-peratus kerana wujudnya masalah hubungan antara kaum adalah hujah yang dangkal dan sama tarafnya dengan propaganda parti tersebut (baca: Umno) kepada orang-orang Melayu yang mengatakan — kaum Cina berniat untuk menjadikan Malaysia seperti Singapura.

Umno tidak akan dapat bertahan pada hari ini jika tidak disokong oleh MCA, MIC dan parti-parti komponen BN yang lain. Parti-parti etnik ini semua memainkan peranan untuk mendapatkan sokongan daripada etnik masing-masing.

Saya timbulkan persoalan ini kerana melihat kecenderungan penentang-penentang Umno yang menggunakan hujah-hujah yang rendah taraf ilmiahnya.

Penulisan daripada golongan-golongan ini didorong oleh kebencian mereka kepada Umno sehingga merasakan semua orang-orang Melayu itu adalah ahli Umno.

Hujah-hujah yang digunakan oleh golongan ini sebenarnya tidak mempunyai banyak beza dengan hujah-hujah yang sering digunakan oleh Perkasa.

Jika Perkasa mengatakan semua masalah di negara ini disebabkan oleh kaum Cina, penulis-penulis “dangkal” ini pula akan menyalahkan kaum Melayu dalam semua perkara.

Fenomena ini boleh diibaratkan seperti melawan kebodohan dengan kebodohan. Akhirnya yang rugi adalah rakyat kerana pergi kemana-mana pun, mereka akan bertemu dengan kebodohan.

Jika anda tidak percaya dengan apa yang saya katakan, cuba luangkan sedikit masa untuk melayari laman-laman web independen atau pro PR, anda akan pasti bertemu dengan tulisan-tulisan yang sama taraf dengan “Perkasa” yang mereka benci dan hina.

Satu sekolah untuk semua

Pemikiran ala “Perkasa” sebenarnya telah lama tertanam dalam pemikiran rakyat Malaysia pelbagai kaum. Ini menyebabkan Malaysia telah lama mempunyai pemikiran “Perkasa” dikalangan orang-orang Melayu, Cina, India dan lain-lain.

Semua ini timbul oleh kerana masyarakat Malaysia pelbagai kaum masih belum mengenali diantara satu sama lain. Didalam buku bertajuk Ethnic Relation in Malaysia: Harmony and Conflict oleh Dr. Syed Husin Ali, beliau mencadangkan agar sistem pendidikan negara harus dirombak semula supaya ianya menjadi faktor penyatu kepada rakyat Malaysia.

Sekolah-sekolah yang eksklusif kepada sesuatu kaum sahaja tidak seharusnya digalakkan oleh kerajaan kerana ianya hanya akan menyebabkan rakyat pelbagai kaum di Malaysia terpisah-pisah.

Saya amat bersetuju dengan cadangan daripada Dr. Syed Husin Ali ini. Sistem satu sekolah boleh memberikan harapan kepada kita untuk menyelesaikan polarisasi diantara kaum di Malaysia.

Anak-anak di Malaysia telah dipisah-pisahkan mengikut kaum semenjak dari bangku sekolah. Jadi tidak hairanlah mengapa kecurigaan timbul diantara satu sama lain.

Kita tidak boleh mengharapkan anak-anak kita terus mengenali rakan-rakan mereka dari latarbelakang kaum dan agama yang berbeza apabila mereka berada di peringkat pengajian tinggi atau di tempat kerja.

Jika semua pihak tanpa mengira perbezaan ideologi politik benar-benar mahu menjayakan agenda perpaduan nasional, kesombongan dan keegoan haruslah ditolak ketepi.

Agenda menubuhkan satu sekolah untuk semua rakyat adalah idea yang realistic untuk merapatkan hubungan diantara kaum di Malaysia.

Janganlah hanya kerana politik, idea yang dicadangkan oleh parti A ditolak mentah-mentah oleh parti B semata-mata kerana idea itu datang dari parti A. Ini politik yang tidak matang dan tidak membantu perkembangan negara untuk menjadi lebih baik.

Sekolah kebangsaan yang dirombak semula sistem dan sukatan pelajarannya agar mencapai tahap sekolah-sekolah jenis kebangsaan yang lebih baik. Dengan ini ia akan menarik minat ibubapa untuk menghantar anak-anak mereka ke sekolah kebangsaan.

Menubuhkan satu sekolah untuk rakyat Malaysia berbilang kaum tidak bermaksud menghapuskan kebudayaan dan bahasa etnik-etnik lain.

Bahasa-bahasa seperti Mandarin, Tamil, Iban, Kadazan dan banyak lagi boleh dimasukkan sekali dalam sukatan matapelajaran disekolah kebangsaan. Dengan ini, rakyat Malaysia akan menjadi berkualiti oleh kerana menguasai pelbagai bahasa.

Jika ada ibubapa yang masih takut sekolah kebangsaan akan menyebabkan kepupusan adat dan budaya mereka, sekolah-sekolah jenis kebangsaan boleh diteruskan. Akan tetapi, ianya perlu diadakan pada waktu pagi atau petang sebelum atau selepas waktu persekolahan sepertimana yang dilakukan oleh sekolah agama rakyat.

Sekolah kebangsaan adalah tempat untuk anak-anak berkenalan diantara satu sama lain dan belajar untuk memahami budaya dan sensitiviti teman-teman mereka dari latarbelakang yang berbeza.

Ini akan membantu merealisasikan impian bagi mewujudkan rakyat Malaysia yang bersatu-padu tanpa mengira latarbelakang kaum dan agama. Persoalannya, apakah kita berjiwa besar untuk melakukannya? Apa lagi alas an untuk menentang sistem satu sekolah? Chauvinis?

*Credit to Amin Iskandar for writing this brilliant article. 

Obsession With Ranking- Episode 2

This is the second article in the Obsession With Ranking in which I want to give my opinions to make our country as the best in the world. There may be some scepticism and questions regarding my ability as a 20 years old to give ideas on matters like this. Well, I'm part of Malaysia, hence I'm entitled to give opinions and ideas about the place that I will be living in for the rest of my life. I know one of my friends would ask why blog is so serious (yeah, you are the one Lee!) but this is the kind of things that I know how to write. I am funny (as somebody said before) but it is not something I know how to write. So here I am writing about serious stuffs again.

The notion that our education systems are stuck and prohibit the growth of creativity cannot be further from the truth. Now,  I have some ideas (based on research and original thoughts) to give to Ministry of Education. I was a student in a national daily school before, hence I think it is very thoughtful if the Ministry takes opinions and give details analysis from the products of the systems.

1. Create a town in each school- this may sound absurd but it does work when you want students to get involve in something. The town in each school will be run by students themselves. They will have their own polls to elect junior ministers in schools, journalists to report in their school flyers, news anchor in school broadcasting stations, social workers to do charity and businessmen to get money to run the whole thing. Isn't that interesting? Compared to the dull activities in extra-curricular activities, running their own town would be much more interesting. The schools administers would not have to keep nagging in assemblies for them to come to the activities (they always do) because all students are involved and they will feel being a part of an institution. Running a town as it goes on would require many students with different abilities. Isn't it more effective if the students really want to be part of it rather than forcing them to do the never ending kawad kaki. In the process, the students will develop leadership qualities, creative thinking and generate extra incomes to the schools.
2. Flourish innovation competition at schools- we probably have heard many competitions that promote creativity and ideas; Intel, Minds etc. but many of the students do not have full access to do them. Therefore, schools therefore should give space to students to participate by encouraging them with full support. I recalled my experience in Si2 when my teacher, Mr Sapli stayed in the bengkel even on holidays to see how we do our project. It paid off, we won at national level!
3. Widen the emphasise on science and mathematics to literature, humanities subjects, languages, sports, music and arts- Without this, we will stuck forever in the creativity trap. Our system's goal is like to make ALL students to become university professors and doctors. The emphasise on academic is good, but we need some space from all of that. Not all of the students want that, even the brightest. We were not exposed on what economics is like, how arts influenced history and how literature change our minds. We were put with the notion that science students are always the brightest, without knowing our interests in life. Then, all bright students do sciences subjects to prove they are smart and no other choice in schools because they have to be with the less academically-able students if they want to do Economics.
4. More project-based work rather than textbooks-based homework- This is another thing that must be done right now to our systems. SPM must be there to stay, but reduce the number of subjects and contents to have more real-world applications. Project-based works are the solutions to get students participate in lessons and proven to be more effective. For example, in Sejarah, why didn't we reduce the contents or have the options for students to choose which topics they want to learn (Sejarah Bijih Timah or Sejarah Negeri). Of course the syllabus must have core topics, but give freedom to students to develop their interests. Why do we need to know all the facts for SPM only and after that, forgetting who Ibn Sina was. Thus, the solution is to get students participate in lessons by doing projects. We should move from 'Apakah sumbangan tamadun Islam kepada dunia?' to 'Sumbangan Tamadun Islam Kepada Dunia: Satu Kajian'. From there, the students will develop research skills, communicative writing and experiences they will never forget. By doing research, they will never forget things they have researched for. Then, problem arises when we want to teach more. Remember, sometimes less is more. The more you teach, the more we think we have to remember and end up remember nothing. By doing this, they will develop interests (which is the most important ) and retain the facts that they did research about until they die. 

Ministry of Education must remember that there is no alternatives to these. It is make or break situation, otherwise we will sink further into the trap. Our education system does not need evolution, but a total revolution.-The Chukai Insider

Obsession With Ranking- Episode 1

This is my first post in this series. I really get obsessed with the ranking by Newsweek and could not get it out of my head. Even watching The Big Bang Theory did not help. My first topic in this series in which I call Obsession With Ranking (OWR) is about Education. 

I love talking about education this few days probably because of personal reason perhaps. I am a very lazy student, so school failed me. An American President (I forgot which one) that he was a smart student, but education ruined him. The Newsweek ranking made me do a lot of research on our education standard compared to the rest of the world. 

I came across an article in BBC that shows what educationalists learnt from Finland which has the best school system in the world.  Last year more than 100 foreign delegations and governments visited Helsinki, hoping to learn the secret of their schools' success.

Here are things that they found out:

No child is left behind!

1. The Finnish philosophy with education is that everyone has something to contribute and those who struggle in certain subjects should not be left behind. 

• Situation: Our education systems meanwhile put much emphasise on Maths, Sciences and Languages and study them academically, not practically. It is nothing wrong with the emphasise, but the exam-focused teaching method has left many behind. Our education systems are bias towards those who have higher cognitive abilities.
• Solutions: A tactic used in virtually every lesson is the provision of an additional teacher who helps those who struggle in a particular subject. -BBC. Revolutionise education system to cater the needs of all, not just forcing most of us just to become scientists, doctors and accountants. Most of us want to be a fireman as well, so teach us skills; how to think creatively so that we can think of ways to create new technology or ways to prevent fire.

The Case of Mosque Near Ground Zero and Use of Word Allah in Church

Muslims are reciting Quran in a mosque in NYC.

If any of you have not read newspapers or other-than-entertainment magazines lately, you probably have not noticed that there is a very furious reaction among majority of Americans (most notably New Yorkers) against the building of a mosque. The proposed site to build the mosque is near Ground Zero, which is the remain site of WTC (the Two Towers). Well, most Americans accused Muslim terrorists who did that, but remember it is not all of them who do. Their main reason was simply that the Americans are still feeling deep sense of hatred and anger about the September 11th. This is a news excerpt from an online news portal:

(Aug. 19) -- Former New York City Mayor Rudy Giuliani, using the words "hatred," "anger" and "pain," turned up his rhetoric today against plans for building an Islamic center two blocks from the site of the 9/11 attacks.

 Although he acknowledged the legal and constitutional rights of Muslims to build the mosque near ground zero, he said in an NBC "Today" show interview that the question was not whether the development should go ahead but rather one of "sensitivity and people's feelings."

 The Americans consider the Ground Zero as a sacred place and building a mosque that they consider as a place to spread war against them is not something they want to happen. Have you noticed that this kind of problem comes and goes and forgotten? It is always the same. How many inter-faiths organisation have been organised? Of course it is a continous effort, but the pain that they feel still being projected towards Muslims. 

 You don't have to be prejudiced against Islam to believe, as many Americans do, that the area around Ground Zero is a sacred place. But sadly, in an election season, such sentiments have been stoked into a political issue. As the debate has grown more heated, Park51, as the proposed Muslim cultural center and mosque two blocks from Ground Zero is called, has become a litmus test for everything from private-property rights to religious tolerance. But it is plain that many of Park51's opponents are motivated by deep-seated Islamophobia.

Malaysian Schools Are Killing Creativity

The purpose of this article is to make us realise that our education system is bringing sad news to the root of innovation, creativity. Our education systems through the schools are murdering creativity. I would use the word ‘systems’ not ‘system’ here because we do have many systems in our education industry due to the rise of many vernacular schools. It is not the problems with vernacularism that existed long time ago, but the weaknesses of the education itself in our country.

Back to the killing of creativity, our schools do not allow us to think creatively. Creativity does not mean you are just good in arts, paintings or photography. It goes beyond that. It transcends the student’s capabilities to think which our educationists and politicians really do want from us. However, they never do such things. Interestingly, students always are the ones being blamed all the time. It is partly true, contributing less than half of the factor that causes our education systems to be in this current condition.

These are the factors that kill our  creativity
Too much focus on exams – the purpose of the education systems in Malaysia is not to produce high-income earners, but to produce straight-As earners

2.       

     Too much focus on Mathematics, Sciences then Languages – the hierarchy is always the same in any school; National schools, Chinese schools, Tamil schools even International school
  
     Fear – I dare to say that our politicians, educationists and parents in Malaysia are the most coward in the world in terms of education. They feared their children might not getting any future when they think creatively.

Too much focus on exams

This problem has been addressed for like how many years? Yes, it is an ancient problem my dear politicians. Excessive focus on exams even starts even in kindergarten I would say. This epidemic has led our teachers to ride along and focus on it as well. I’m neither say exams are good nor bad, but the present state has forced our teachers to do nothing but feeding students to get As in exams. Where are the rooms to think creatively? None. They do not test real-world problems in UPSR, PMR nor SPM. Yeah, like understanding reproduction system would enable the ones with less cognitive abilities to prevent themselves from having pre-marital sex. In fact, due to their levels of thinking and no room to discuss about it thoroughly (teachers have to catch up with syllabus), it will induce more cases of baby dumping.

Short Stories of My Life

Popular Bookstore- 11 years old

The tall dark men next to me took out large sums of money to give to the cashier. He was willing to pay all of my R.L Stine’s Goosebumps and Michael Lee’s Midnight’s Story series although he did not understand much what the books are all about. But my father did understand my passion for reading, and he knew it was good for his son. Being in standard five, I have not much to care about the world around me, only my Goosebumps and evenings filled with Disney Channel time.

SMK Sultan Ismail II- 15 years old

“Wow that is such a great camera! How did your father allow you to buy it? ” I asked my friend when he brought his own DSLR camera. I was stunned by the images captured by the small-but-heavy black thing! I could not care less but to surf the internet and looked for the best camera.
“NO, the final answer is no!” my father said.
“It’s okay, I’ll buy the camera using my own money” I replied. My father just smiled and walked away.

I knew I could not get enough Ringgit Malaysia to buy the camera which was my passion and so was my father. I looked for ways to develop my passion in capturing moments. I studied independently on how to capture my own best photo using my friend’s camera and from the internet. Digital Camera magazines were my in my list of things for camping.

In one evening in January, I came back to school and found a yellow-framed magazine. It was on the table. National Geographic? Yes, it was. I was so glad that my mother subscribed the magazine as my birthday present. Until now, it is still my favourite magazine. Nothing could compare my pleasure of drinking a cup of coffee while engaging myself with the photos in Visions of Earth section in the magazine. Canadian Oil Boom, Yellowstone National Park and recently published Indonesia Facing the Fanatics are the journals portraying the real world natural phenomenon and human-made crisis. The stories were told beautifully made myself deeply sink into the world.

Kolej Tuanku Ja’afar- 18 years old

“How much is too much?” the voice of Oprah was vibrating in my ears as I was reading my favourite author’s new book, Bill Bryson’s A Short History of Nearly of Everything. My mother was doing her daily routine; watching Oprah while I always accompany her while reading a book. I found it was intellectually engaging to watch Oprah although my mother just anxious waiting whether the audiences were going to get surprises from the show. While watching the show, I develop my passion for the physique of our Earth. The book I was reading truly brought interest in me for our Earth.

I went to boarding school and away from my father’s care and my mother’s guidance. My Sunday mornings have been replaced with time for reading The Star, the leading nation’s newspaper. Zainah Anwar’s column, Sharing the Nation was my favourite together with Dzoff Azmi’s Contradictheory. Being an activist, Zainah Anwar has always inspired me with her thoughtful and critical views.
Growing up, I found memoirs to be inspirational. ‘Tis a Memoir and Angela’s Wishes by Frank McCourt truly stirred my heart with his moving stories while my favourite author’s memoir, The Life and Times of the Thundeborlt Kid made myself to discover that my life is full of beautiful things to do!

I came across a book one day that grabbed my attention. ‘Outliers: The True Story of Success’ by Malcolm Gladwell. I just picked up the book and read it. I skipped dinner and finished the book in one and a half day! I was so captivated by the stories, analysis and arguments presented in the book. Those who are successful are outliers, and they are successful because of accumulation of success. Well, truly interesting when I reflected my own chronological stories. Without my father’s will to spend so much money for my books, without my mother’s daily routine, without my 15th birthday present and without my passion for photos; how would I be today?

Questions Part 1

I still remember questions that I always ask my teachers. About the questions, they cannot really answer specifically or as I should say ‘accurately’. I still remember some of the questions chronologically since I was in Form Three because until now, no one has ever satisfied me to explain about them.

Form Four

Have you ever remembered a diagram in your textbook; a cutaway diagram showing the Earth’s interior as it would look if you cut into the planet with a very large knife and carefully withdrew a quarter of its bulk? My attention did turn in a more scholarly manner though to the scientific import of the drawing and the realization that the Earth consisted of discrete layers, ending in the centre with a glowing of nickel and iron. But, how do they know that?

Form Five

Do you still remember your Physics teacher telling you about the gravity? Do they have significant change to a particular place when earthquake happens?

Form Six

While diving under the sea, a question popped up in my head. How do the geoscientist know where, when and how to extract the fossil fuels under the layers of seabed?
Will the multinational oil company that sponsored my studies ever worked closely with environmental agencies in reducing carbon footprint?

Question, argue and seek answers; I have always been doing that in debate tournament. It is super effective in learning and broaden my horizon of thinking. I once used these techniques when I got so bored in Physics class. Do you always feel that the scientists are all liars when they just explained the theory in textbooks without telling us how do they arrive to that principles or laws? Well, I did. It turned to be very interesting to see you and your teachers seek for the answers together. Being challenged by your teachers to explain the subject he is not used to was totally amazing; you have to be good in explaining natural phenomenon though. Raw materials from the net and images from encyclopaedia was my saver at that time. Nothing could compare my pleasure of explaining the whole thing in class after hours of researching. I remembered this event vividly when I browsed the internet looking at General Paper classes were always mind-stimulating. There he stood in front of the classroom; Mr Liebenberg explained the way we argued things differently. I loved being in his class; discussing issues and raising endless questions regarding universal principles. Argument was the best part, made your mind goes around finding evidences to support your judgements. Seeking solutions was and adventure as we never knew the possibilities. But I know we can predict.

Earth Science, Anyone?

My own starting point, for what it is worth, was a school science book that I had when I was in Standard Five. The book was a standard issue school textbook – unloved, dull, plain- but near the front it had an illustration that just captivated me: a cutaway diagram showing the Earth’s interior as it would if you cut into the planet with a knife and withdrew a wedge representing a quarter of its bulk. Gradually my attention did turn into a more scholarly manner to the scientific import of the drawing and the realization that the Earth consisted of discrete layers, ending in the centre with a glowing iron and nickel, which was as hot as the surface of the Sun. Thinking with real wonder, I asked myself: How do they know that? I could not work out what spaces thousands of miles below us, that no eyes had ever seen and no X-ray could penetrate, could look like and be made of. That was how I engaged myself with Earth science.

What historical moment or event do you wish you could have witnessed?

I can imagine myself standing in the middle of a crowded street watching Malays and Chinese killing one another in a battle which would amount to nothing but innocent deaths. Horrified, I would run away from the awful scenes of monstrous killings. One word could accurately describe what was in my mind; clueless. Citizens out of nowhere from all over Malaysia came and killed those who do not belong to their race, blinded by hatred and a thirst for justice that they believe could never be achieved without bloodshed. Everything was so medieval and crude, screaming men running after each other with machetes, neither one with a justified reason for their actions.

I would really like to know the true reason and facts behind all of this; the racial riot on May 13th 1969 in Kuala Lumpur, Malaysia, a tragedy which will forever mar the image of my country. Is there any hidden motive amongst the multi-racial leaders or just a political gimmick from both sides of terribly misunderstood parties? A series of question have long plagued my mind - why massive killings, what was the significance, and why is there no hard evidence even now? Perhaps if I am able to live in that era of horrible racial prejudice, I can fully understand what went wrong after 12 years of independence.