Malays in need of a paradigm shift

 

A PARADIGM shift occurs when the usual ways of thinking or doing things are replaced by new and different ways. This normally happens when fundamentals are progressively changed.

Developing a country takes time, starting with a holistic education that seeks to address the emotional, social and ethical needs of students, apart from academic studies and skills training. Students must reflect on their actions and how they impact the local and global community, and engage in projects that require critical thinking skills towards solving real-world problems.

But if education is centred on rote learning just to pass school examinations and plagiarism to gain academic qualifications, young adults will be unproductive, and the country will remain poor. This is evident in Malaysia as huge numbers of graduates are churned out every year but most are underemployed or remain unemployed for months.

Not in Singapore, though. It separated from Malaysia in 1965 and developed on its own to become a rich nation, thanks mainly to good governance and sound education. Although the cost of living in Singapore is high to match the high living standards, the average Singaporean salary is several times higher than in Malaysia, allowing for more disposable income and savings. Hence, there are about a million Malaysians, or former Malaysians, residing in Singapore, and another 350,000 workers and students who commuted daily from Johor in pre-pandemic times. Malaysia had also lost much of its human capital to many countries around the world over the years, initially to Britain and then to the United States and Australia and, in recent years, China.

While other non-english speaking countries have adopted or promoted English as their second language to be better connected to the world, we are doing the exact opposite. In fact, some politicians seem bent on nurturing island mentalities in cultivating their support base by sowing fear of other races, religions and languages. Those who truly love their own race, religion and language would focus on lifting their community, which would be admired universally. But such efforts require too much hard work, it seems. Sadly, our country will not be transformed if people remain insular, if we remain, as the Malay proverb puts it, “katak di bawah tempurung” (frog under a coconut) shell).

One of the best ways for Malaysians to be exposed to the world is to be multilingual by not only learning our national language but also other important languages. Mandarin and Tamil could easily be learned in vernacular primary schools, and these students could later contribute greatly to economic and cultural ties with China and South India. Likewise for Arabic, Japanese, Korean, German, French and Spanish. In any case, learning at least three languages would expose Malaysians to a great variety of cultures and ideas.

Apart from the valuable exposure gained by communicating with people of different races, religion and cultures, it is also necessary for those at the top to come down from their ivory towers.

Recently, Transport Minister Datuk Seri Wee Ka Siong made a surprise visit to the Road Transport Department in Johor Baru and was shocked by the long queue for counter service. He rightfully described the counter service system as “ancient”. He then used Facebook to voice his unhappiness about a host of problems and the immediate actions that he had taken.

If we wish to modernise, we should not continue to be bogged down by antiquated methods and mindsets. We should continuously take small, medium and large incremental steps to move forward.

If not, we will stagnate and be left behind while other countries, such as Indonesia, race ahead. But some of our politicians seem to prefer to harp on racial, religious and language issues, and raise petty matters in Parliament hoping to gain popularity.

Perhaps a paradigm shift will only occur when a coalition wins by a two-thirds majority in the next general elections and the economy ends up in total shambles. Perhaps if everyone is forced to work together to rescue our country from total disaster, we could still rise from the ashes.

- S CHAN Kuala Lumpur

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Rote learning, painful lessons!

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Painful lessons on rote learning

Indian Diary By Coomi Kapoor

In spite of India’s universities churning out some two million graduates every year, there has been no Bill Gates or a Nobel laureate among them in a long time. The education system that rewards rote learning over originality and creativity seems to be at fault.

AN unusual announcement by a Delhi University college recently made headlines. The elite college said only those with 100% score in the school-leaving board exam should apply for admission to an honours degree course in commerce.

This left tens of thousands of anxious students who did the college trail mid-June at their wits’ end. Human Resource Development Minister Kapil Sibal was not happy, either. But there was little he could do since university colleges enjoy a good degree of autonomy.

 
Flood of applicants: Crisis in higher learning has manifested in a high percentage of school-leavers seeking admission to Delhi University and others located in big cities. – AP

The 100% cut-off, however, helped focus on the growing malaise in higher education. Schoolleavers with 90% to 95% marks could not be certain of admission to colleges and courses of their choice. And those with 70% or lower could well drop t he idea of doing an undergraduate course at the University of Delhi.

Indeed, it would be hard for the vast majority of the teaching community in the university to gain admission on the basis of their ma rks now. Until very recently, it was rare for anyone to score a perfect 100 in school-leaving exams.

A good first class, say, 70%, was enough to get one in a couple of decade s ago. Following complaints of subjective and erratic marking in the school-leaving exams, the Central Board of Secondary Education tried to make the system as objective as possible. Unfortunately, the big downside of the new system was that it further privileged rote learning over intelligence and understanding.

Overnight, there was a huge inflation in marks across the board. The grade inflation did not translate into brighter and better stud ents. Barring a small percentage, a vast majority of school-leavers lacked basic understanding of subjects in which they had scored very high marks. It was sheer rote learning.

Also, along with the grade inflation, almost simultaneously college cut-offs for admissions to various courses touched new highs.

Crisis in higher learning also manifested in an inordinately high percentage of school-leavers seeking admission to Delhi University and others located in big cities like Bombay, Chennai, Calcutta, Bangalore, and Hyderabad. Clearly, the standard of education in the hinterland was not the same as it was in big cities.

With the number of colleges in big metros not keeping pace with the exponential growth in the student population, it was natural for the elite institutions to feel the pressure. Hence, the 100% benchmark for admission to the capital’s most prestigious commerce college.

Though old-timers bemoan the decline in standards at even the most prestigious colleges in big metros, there still existed a wide gulf in the quality of education in main centres and provincial towns.

Besides, there was a cache attached to not only British era universities such as those in Mumbai, Delhi, and Calcutta, but also to elite colleges which made it easier in later life to seek jobs and even matrimonial alliances.

With 400-odd universities churning out some two million graduates annually, including over half-a-million in engineering courses, there was an increasing demand for a basic college degree for joining the job market.

Employers insisted on a college degree even for menial j obs such as a peon or a chauffeur. No wonder there was such a huge rush for admissions to undergraduate colleges.



Admittedly, vocational education for school-leavers was talked about as one of the ways to ease pressure on college admissions. Given the social and economic backgrounds of a vast majority of aspirants for college education, the authorities believed they were better off learning professional skills.

A fast-growing economy with a rising middle class needed carpenters, masons, air-conditioning and refrigeration mechanics, television and computer repairmen, etc. in increasingly large numbers.

Unfortunately, even those who ended up as unskilled workers such as clerks and couriers insisted on acquirin g a plain bachelor’s degree because most employers in public and private sectors had laid that down as the minimum educational qualification. There was a low demand for admissions in vocational courses in the few institutions that existed in big cities like Delhi.

Despite all the emphasis on a college degree, it was notable there were no great achievers in scientific research and academic fields. The sole emphasis being on passing the exams through rote, improvement of mind naturally took a back seat.

That explained the total lack of achievers in various disciplines of educational instruction. In short, in spite of India’s universities churning out some two million graduates every year, there has been no Bill Gates, no Steve Jobs and no Nobel laureate among them in a long, long time. When the education system rewarded rote over mind, it was not surprising that originality and creativity was at a huge discount.

Recognising the value of learning by rote, a huge number of coaching institutions sprouted up all over the country.

Private tutors charged large amounts on students eager to score high marks in school-leaving exams. Indeed, even the all-India exams for admission to class one central government services had become a simple matter of learning by memory.

In recent years, Kota, a mid-sized town in Rajasthan, has gained prominence all over the country for its record number of coaching institutions.

Here, each institution vies with the other in boasting that its students scored the highest marks in various competitive exams, beginning with the school-leaving one.

Eager to enrol fresh students, such “shops” regularly take out fullpage advertisements in newspapers to claim “100% success” of its alumni in various exams. Essentially, these coaching coll eges help students mug the answers to questions asked in the relevant exams over the previous two decades or so. That was it.

However, a further damage to the quality of students getting into regular university colleges was done by the abolition of the interview at the screening stage.

Following complaints that interviewers were often subjective in assessing admission-seekers, the entire emphasis was shifted to percentage of marks in the school-leaving exam.

Thus, there was no way of knowing whether an admission-seeker was otherwise mentally-equipped for further education. No wonder India’s colleges no longer produce alumni who are good in studies, sports and extra-curricular activities.