Education Experts in Malaysia must think the Malaysians are a stupid lot of people who will believe everything they say.
Here are extracts from our New Straits Times dated January 24, 2024 and my comments.
Education experts said it is unfair to entirely judge the standards of the country's education system based on lower scores in the Programme for International Student Assessment (Pisa).
"The success of our education system is not determined just by Pisa," said National Council of Professors (MPN) president Emeritus Professor Datuk Dr Raduan Che Rose.
We have done away with the primary 6 examination and Form 3 (Year 9) and thousands of students leave school as illiterates after their Form 5 (Year 11) examination. Our Professor Raduan Che Rose has the audacity to say our education system is not determined just by PISA.
I thought, by comparing results internationally, policy makers and educators in Malaysia can learn from other countries' policies and practices.
"We have to look at developments in other areas, such as subjects apart from Science, Mathematics and English, student development, curricular activities and educational aspirations, which the ranking does not cover," he said, referring to Pisa's evaluation of only Science, Mathematics and English.
Oops! They forgot religious studies and Arabic. These people must think all Malaysians are stupid.
"So we should be more focused in our strategies — particularly in how we can bounce back the learning loss, which happened during the pandemic."
Again, these people are trying to con the Malaysian citizens into believing that the pandemic did not affect the neighbouring countries. How do they explain the dismal failures in the PISA tests in 2015 and 2012?
Dr Anuar Ahmad from the Centre of Community Education and Wellbeing at Universiti Kebangsaan Malaysia echoed Raduan's concern.
When asked about the root cause of the decline in education, Anuar identified long-standing and unresolved issues within the education system.
I made several comments on Anuar Ahmad’s Facebook page and he did not answer my questions. I discovered today that I can’t access his account on Facebook. Instead of answering my questions he blocks me on Facebook because I ask questions that he nor University Kebangsaan Malaysia can answer. For those interested, please check out my post on Anuar and PISA.
Meanwhile, Professor Tan Sri Dr T. Marimuthu agreed on reviewing the capacity for teachers in the workforce.
However, Marimuthu said the root cause of the deterioration in the country's education quality must be investigated from every angle.
I researched why many kids can read in Malay and Hanyu Pinyin but not in English and published a book detailing the causes together with corroborative evidence. I sent copies to Dr. Mahathir and his daughter Marina Mahathir in 2018. I did not even get a reply. You may get a copy of Shut Down Kids and question me or suggest any other causes why kids shut down/disengage from learning to read in English.
In January 2023, I read a newspaper article which stated that our Education Minister Puan Fadhlina Sidek wants to reduce kids requiring intervention. I wrote an email and Tweeted her several times to no avail. LINK
"Is this about the quality of learning or what is being learned? Or is it about teaching, or how our students are taught? Or is it both?
Of course it is about the quality of teaching. I have also mentioned about my book, Teach Your Child to Read, to Anuar Ahmad, Dr. Maszlee Malik, Puan Fadhlina Sidek and many others. This book includes all the tools available to get a kid to read. There has been no interest shown by Malaysians while it is popular overseas. How do we reduce illiteracy with such lackadaisical attitudes from our educators?
Note: I am copy pasting the following as it disappeared from the Internet when I was searching for it earlier this morning.
NAME AND CONSTITUENCY OF MEMBER OF PARLIAMENT
Don Wee, Chua Chu Kang GRC
To ask the Minister for Education in each of the last three years, how many children have been diagnosed with dyslexia at the pre-school, primary and secondary levels respectively.
1. In keeping with international practice, we do not diagnose for dyslexia at pre-school. Instead, during the pre-school years, we focus on supporting pre-schoolers' emerging learning needs rather than testing them for reading disabilities.
2. At Primary One, all students are screened so that those with weak language and literacy skills receive early intervention through the Learning Support Programme (LSP). Dyslexia typically shows up as difficulties in reading despite adequate language exposure and good reading instruction. Hence those whose literacy difficulties persist despite LSP receive further screening for dyslexia identification.
3. Based on 2016 to 2019 data, about 3.5% of Primary 3 students were reported as having dyslexia. In Secondary 1, about an additional 1% of the cohort were reported with dyslexia. The proportion of students with dyslexia in Singapore is within the international prevalence of between 3% and 10%.
4. As dyslexia ranges from mild to severe, the type of support provided depends on the student's level of need. We have a range of school-based programmes and support, as well as MOE-subsidised remediation by the Dyslexia Association of Singapore (DAS).