Towards A Competitive Malaysia #41
Chapter 6: People: Our Most Precious Asset
Educating and Training Malaysians
The smartest decision Tunku Abdul Rahman made early as Prime Minister was to build schools instead of barracks and train teachers instead of soldiers. He did that long before economists saw the importance of an educated workforce for development. Tunku did so not because of some brilliant economic insight, rather for a more noble and humanitarian reason. He wanted to see Malaysians lifted from the darkness of illiteracy and ignorance.
That turned out to be the most fateful decision. Malaysia’s subsequent remarkable economic transformation owes much to that earlier prescient move. His emphasis on education was correct, but even more significant was the right kind: primary and secondary schooling first.
India’s Nehru also focused on education, but instead of first building schools he created a series of prestigious universities, the Indian version of the Massachusetts Institute of Technology and Imperial College. It was elitist, as well as expensive. He believed that India’s brightest should get the best. Laudable! Today India lags far behind Malaysia economically and socially. The string of highly regarded Indian Institutes of Technology serve nothing more than as gateways for bright young Indians to escape the wretchedness of their homeland.
Again this relates to my earlier discussion on the bell curve. As with my fish story, in education it is best to concentrate on the middle rather than the top, at least initially.
Economists today agree that education is the key to economic development. The value of education at the individual level is readily apparent, and that is what motivates people to improve themselves. Numerous studies demonstrate the personal benefits of more education, but some caution is needed in interpreting this. It may not necessarily mean that more education makes one more productive. It may simply be that employers use academic qualifications as a signal or surrogate indicator for diligence and intelligence, both desirable qualities in a worker.
For a developing country, investments in primary education yield the highest returns, followed by secondary education. This is particularly true for girls, as it also accrues other significant non-educational benefits like low fertility rates and improved maternal and child health. For agricultural workers, it is estimated four years of education translate into a 10 percent increase in output. These improvements have been empirically demonstrated from the Andes to Zambia.15
These cross-national studies are based on data that can be easily collected, like the number of years of schooling and funds expended. The more important variables, like the quality of education or how the funds are spent, are difficult to get, quantify, and compare. Take the years spent in schools. A visit to a high school in Seoul and inner city Chicago will quickly reveal the limitations of such simplistic comparisons. Children in both systems may have spent 12 years of schooling, but the Koreans are facile with calculus and chemistry, while the ones in Chicago are doing consumer math and barely able to read.
Similarly with funds expended. Even within a nation we can readily see differences. The American Catholic schools spend about a third less per student than the public schools, but the quality of their products is dramatically different.16 Malaysia spends more on education than most countries—in absolute amount as well as relative to the total budget and economy—yet even Malaysian officials would not dare claim that their schools are superior.
There is no detailed breakdown on how Malaysia spends its funds, but a look at the establishment is revealing. There are three cabinet ministers of education, one for higher education, another for schools, and yet a third for international development. Each ministry supports its own bloated bureaucracy. All the expensive administrative expenditures would be classified as “investments” in education.
The Malaysian education establishment resembles the large public school systems of America both in terms of the massive resources expended as well as the quality of their products.
In my earlier example of farmer Ahmad and Bakar, I alluded to the role of knowledge. Ahmad with his superior knowledge was receptive to his environment and learned from his experience. He was also willing to challenge tradition, try new models, and compare the results. A school system that encourages its students to think critically, challenge tradition, and experiment with new ways of doing things (that is, a curriculum heavy on science and mathematics) will produce graduates with the attitude of Ahmad. On the other hand, a curriculum heavy on memorization, blind obedience to authority (otherwise known as the teacher), discourages critical thinking—the type of learning typically seen in Islamic schools—will produce graduates more like Bakar. These important issues of quality, types of education, and other equally important variables are never considered in comparative statistical studies.
With those cautions in place, we can put the various studies correlating investments in education with economic development in better perspective.
Next: Schooling Does Not Equal Learning
January 23rd, 2008 at 6:01 pm
Excellent article, Dr. Bakri. You should come back and be our Minister of Education.
Looking at the hooligan from the ministry of education wielding a keris in public, we know that education in Malaysia is a gone case.
The standard of education is sinking into the abyss and there is no stopping it by the ministry of education to prevent it from sinking further.
Are we wondering why our universities not on the top list of the elites of universities in the world? No, we are not wondering the slightest as long as keris hooligan is at the helm of the ministry of education.
We need a good and dedicated minister to impart quality knowledge to our children and definitely not hooliganism from the keris hooligan.
If this keris hooligan got the heart to close down a fine school like the SRJK(C ) Damansara for the innocent children, this hooligan is an enemy of the Universe, period.
This hooligan doesn’t deserve to eat rice that’s harvested by humankind, let alone be the pariah minister of education.
This pariah hooligan is only befitted to be the minister of education of hooliganism.
Adios, cheers and all the best to you Dr. Bakri and family.
January 24th, 2008 at 6:23 am
I agree with much of what you are saying but to compare India and Malaysia is like comparing durian and whatever’s grown in India.Situations (political, cultural differences) cannot be over-simplified here.It’s like saying look at Singapore..whatever it does, everything turns to gold.We forget size matters.
I think the reason why we are so divided as a nation is because we do not share common goals and aspirations and the different school systems are to be blamed (vernacular schools may enhance ethnic pride. etc but the divide it causes is where we are now..if you are not happy with being Malaysian..that we are all racist, etc) The sekolah kebangsaan said to have benefitted/priviliged the Malays is a myth.If there’s any race that loses out equally it is also the Malay race because education has lost its emphasis on Islamic education etc.Sekolah kebangsaan is secular and just as non Malays complain about their loss of heritage/language by going to sekolah kebangsaan, the Malays could say the same.We lost many lessons on agama, jawi, adab, etc.
I think we need to re-evaluate vernacular schools.I am not saying no to their existence..I’m saying all Malaysians should go to the same school in the morning and go to their culture/religious school in the afternoon.
Otherwise we’ll never stop thinking and fighting for ‘our’ race.There’s nothing we share to make us feel we are related (if we continue to go to separate schools).If you care to look, kids who go to mixed school (mixed races) perform better socially and inter-culturally,.These kids will go far as we live in a global world.
January 25th, 2008 at 5:06 pm
Absolutely right what you said about the Tunku. He truly was a visionary as well as a great humanitarian; the likes of which I despair, more and more as each day goes by, that Malaysia will ever see again. Just take a look at the incumbent and those waiting in the wings in our corridors of shame. I remember particularly Tunku’s statement about wanting to give “butter not guns, books not bullets, and houses not barracks” to his countrymen.
As to the power of education and especially for girls, it has been shown time and again that the returns exceed the investment whatever yardstick one uses. Much more than spending on mega projects or the gleaming hardware that third-world leaders seem so enamored with and, that, in this fast moving borderless world, become as obsolete or redundant as fast as they are built.
I suppose empowering the minds of children through well thought out strategies and programs is a bigger hurdle for the feeble minds and grasping greasy hands of our leaders than the returns to them of erecting the tallest building or the widest corridor.
Anyway, for an account of someone who believes in the power of educating children as a means toward uplifting their lives as well as making the world a better place, please read “Three Cups of Tea”, a book written by an American mountaineer who built over 55 schools especially for girls, in the remotest parts of Pakistan, in a place where time had literally stood still since the days of Alexander.
It’s an inspiringly moving story of the selflessness, kindness and humanity of people like him and those who helped him. And how one man and his mission can do what misguided governments won’t or cannot do. It’s also a good story to keep in mind whenever there is the temptation to make a big deal of the trivialities and tribulations of common lives or thump chests over meaningless achievements and imaginary greatness.
January 25th, 2008 at 6:46 pm
The present crop of leaders in BN do not have the mental capacity of the Tunku, Tun Razak and their cabinet. The Tunku and Tun Razak cabinet members may not be highly educated, or attend the best colleges and universities, yet they have the foresight to think far into the future and determine the best plans to take Malaysia forward.
The present cabinet members have all been spoon fed and had the easy way out both through their education and lives. They have not struggled nor seen or experienced real poverty. Most of them come from well to do families or have been fortunate enoughto get a government education and scholarship thanks to the Tunku and Tun Razak cabinet.
The present BN leaders cannot see into the future, what it takes for Malaysia to progress well into the next century. Thus their plans are all short sighted and inconsistent. They are very consistent about being inconsistent. Eduication plans change with each new Education Minister. Education Ministers are appointed Ministers not because they are qualified in Education or have plans to improve education in Malaysia. Instead they are appointed because they are members of UMNO Supreme Council and thus have to have a Minister’s portfolio. What a waste.
January 25th, 2008 at 10:52 pm
I am surprised that malaysia spend so much in education yet the produce is not high standard, India has lower university per capital but some of their universities are well- known in the world ,especially those in software engineering and medicine.I think we must attract the best scientists or lecturers to teach here and abolish our restrictive university acts.
NF
I am abit curious to what you term as secular. There are national schools, technical,smart or religious schools.If one want to specialize in medicine, he has to take a lot of science and medical subject, if religion classes are not enough,i agree he/she could take more lessons in the afternoon or wish to specialize to be religious scholar, they could enrol in religious schools. AS for chinese, some have religions, some don’t, it’s private matter, they can opt for extra lessons if they want. Anyway, i am just asking questions, it is meant for further discussion.
I, actually blame our flip-flop education policy, if not our switch to BN policy in school from english, the chinese schools were still struggling. The switch gave them a lifeline and flourish and there are reasons why they grow because parents think they get better education in vernacular school than sekolah kebangaan.Now, after many years, we again want to switch back part of the subjects to english. I still recall my early education at missionary school, people of all races mix around.
January 26th, 2008 at 7:53 pm
When you play politics in education you have a situation like we see today. Successive ministers come and go yet the problem persists. Singapore has a simple answer to make vernacular schools redundant. She makes public schools attractive. English is the medium of instruction but offers Mandarin and Tamil as an option.
Once parents sense a perceived value in sending their kids to public schools, the clamour for vernacular schools dissipates. So simple but politicos over here feel that standing up to their demands is a way to maintain their relevance. The end result is only too obvious.
There will be no solution until there is a political will, which I don’t see coming so long as goons are at the helm.
National schools today are deemed as “agama” schools. Non-Malay parents including some Malays are reluctant to send their kids there preferring to enroll them in private and Chinese and Indian type schools. Who do we blame then?
January 27th, 2008 at 1:39 am
Hi Gecko,
Thanks for your query on the word ’secular’.Secular education is one which separates spiritual and the worldly.In fact there was a letter to the editor some months ago requesting that science is taught without any reference to religion in this country (the West esp. the USA is also making teh same demand esp among their own scientists! It is because some schools ban any teaching of Darwinism in their science lessons. Correct me, Doc.I live in Malaysia so I may be guilty of looking in from outside)
I see the danger if we attempt to separate the two, Mr. Gecko.Contrary to the belief that religion is a rivate matter..I believe what goes n teh mind of a religiously inclined person must be made publc ..othgerwise we are all subject to so many things…bad things or denied of so many good things (good values that make us better people must be shared)
Tok Cik: ah..the Singapore example again (everything he touches, turns gold.I use ‘he’ cos’ Spore is very masculine and I’m effeminate).On paper Tok Cik, it looks well and so politically correct.It looks as though there’s harmony..there’s racial harmony..but ask any honest and critical Sporean, she will tell you..Spore still favours the English-educated, English speaking men/women.We never get to see or hear how other cultures develop or flourish outside what’s on paper (we allow all languages to be used/taught).What do you think of if I mention ‘Spore culture/Spore Literature?
How can national school is deemed as agama school? Agama (Islam) is treated as POL subject in some schools I know (ie it is taught outside regular school hours liek POL classes).It’s only the Malays are not complainng publically.Just because they don’t make noise, it doesn’t mean they are happy with the current situation or current school system.If non Malays feel short changed, they (Malays) do as well.But it pains me to speak in this term:Malay, non-Malay.It’s like suggesting two different species: human, non-human.Not necessarily in that order.
January 27th, 2008 at 9:59 pm
NF
Thank for sharing your thought on ’secular’ education. I am not sure ppl could reach a consensus on this, not even among non-malay, to me knowledge is knowledge, be it spiritual or ‘worldly’ subjects. There also will be groups of scientists that are pro and against because one is based on facts and the other one on faith, the polemic will never end, maybe we discuss when such topic come up.
I think Tok Cik provide a good analysis, option is a good suggestion to address all concerns, students can take extra courses that are marketable or for personal improvement like foreign language/religion/performing arts.I also agree political will- power is lacking,everytime the new education minister comes in, he say the system is good and he will further improve the quality but the rating goes down, also for most of the politicians and the elites, they sent their children to international schools, private schools or boarding school oversea. Isn’t it an irony!
January 31st, 2008 at 6:43 am
Gecko,
We will never get a consensus on anything anywhere.That is why good leadership is needed.
What baffles me a lot is we often think that our education system should produce ready made workers by the time they leave school or university. I don’t subscribe to this kind of thinking.
But I think enough discussion has been made on this topic.
We should review not only starting age of kids going to school (7 is too old…in Mynmar they start as early as 4 years old.If your kid is doing medicine, he or she would have qualified as a doc at the age of 21.Think of all the wasted time we have on our children!)
Maybe the old way of Islamic education system is better..a child knows Quran by age of 7.He or she goes and masters a field after that for 2-3 years.Then move on to another field and another and another, at the same time mastering 7-8 languages.By 30 he or she is a master of so many fields (and no separation between what is spiritual and the worldly or a divide between science or arts).
In Malaysia, we can be 40 or 50 and yet a master of nothing!
February 3rd, 2008 at 8:36 pm
“Today India lags far behind Malaysia economically and socially.
The string of highly regarded Indian Institutes of Technology serve nothing more than as gateways for bright young Indians to escape the wretchedness of their homeland.” Dr. Bakri, these sounds very much the way the Bumis think of the Malaysian Indians. I hope not. The political changes in India in the past two decade has brought many changes to that nation. Yes, I agree many from IIT left the country for the West. But many did return with their wordly knowledge to split atoms and send satellites into orbit! Btw, I am a Malaysian Indian Canadian Muslim. Please excuse me, I do see where Malaysia is heading into the future. With its racist policies and inequalities of opportunities to its citizineries Humpty Dumpty could never be put back again with the best education the king can afford in the world. Thank you.