Right ways to boost teaching of English in Malaysia

In part two of his article, Tan Sri Yong Poh Kon puts forward a multi-pronged approach that can be adopted to reach the goal of improved English literacy among Malaysians. Reintroduction of English-medium schools along the lines of private and international schools but affordable to a larger segment of the population is one of the options. 

WITH the Education Blueprint currently being finalised, there remains an excellent window of opportunity to re-chart our course for the future. At the primary school level where parental choice is significant, it appears that the dream of a national school where students of different races come together at age seven is more unattainable than it was in 1970.

In 1970, almost a third of the students were enrolled in English-medium schools which were ethnically mixed and growing in significance in terms of share vis a vis other language medium schools before the policy was abruptly changed.

Fast forward to present day and it is patently obvious that after four decades of implementation of the policy, our primary schools have become more ethnically separated – statistics on student enrolment in national schools reveal that 94% of the students are Malay and 96% of Chinese parents now enrol their children in Chinese schools, up from 50% in 1970.

Mother tongue

Ironically, it is the Chinese vernacular schools which are now the most ethnically mixed, with a good 9% from the Malay community and 3% from Indians and others.

For a large and growing proportion of Malaysian families, English has and remains the effective language of communication to the extent that it has become a mother tongue. Such families no longer speak their ethnic tongue.

Much has been said about the pursuit of national unity through the study and use of a common language, Bahasa Malaysia (BM).

However, this does not and cannot mean that learning and pursuing knowledge in languages other than BM will erode national integration efforts, patriotism or make us less Malaysian.

Virtually all our past and present prime ministers were educated in English-medium schools. In fact, the current Minister of Education I and II went through English-medium schools and universities. They are certainly not less nationalistic on account of that experience. On the contrary, they are more confident and accomplished on the Malaysian and international stage because of it.

By bringing back the option of English-medium schools, teaching not only science and maths but other subjects like geography and literature in English will allow us to tap into world-class curricula, textbooks and, more importantly in this Internet age, enhance access to virtually unlimited storehouses of up-to-date knowledge which are predominantly in the English language.

In such schools, BM should be taught intensively as a compulsory subject to enable students from English-medium schools to take and pass the same Form Five BM paper as their counterparts in the national schools. This ensures all attain the same competency in the national language while allowing students to be more proficient in English and able to engage fully with the world.

An independent survey undertaken in April 2012 by Introspek Asia revealed that 26% of Malaysians “always, most of the time and sometimes” speak English to their children. For this large group of people, English is effectively their mother tongue.

The argument therefore is that this English-speaking multiracial group comprising 23% to 26% of the population should be allowed the option of sending their children to English-medium schools.

Furthermore, this option already exists for the higher income families who can afford the English-medium private and international schools in the country.

However, this option is not available to the vast majority of parents of all races who would like their children to benefit from an English-medium school education as a means to enhancing their upward social mobility just because they could not afford it.

Closing the divide

This has contributed to widening the performance divide between students in the rural-urban areas and household income categories and the government should step in to provide this option to level the playing field.

Any attempt to improve English proficiency must take cognisance of the fact that international research has shown that at least 60% immersion in English and subjects is necessary for full English proficiency to take root, and this can best be done in an English-medium school.

Teaching English as a subject and devoting only 10% to 15% of the teaching hours to English may be inadequate in building English operational proficiency (as acknowledged in the 2012 Blueprint p. 4 to 9).

At least 60% immersion is necessary to raise the level of English proficiency among students, and ensure that children from the lower income households are not deprived of the opportunities enjoyed by students schooled in private and/or international schools.

Expand opportunities 

Obviously, a programme to increase English immersion cannot be identical for each of the 10,000 schools in the country, given varying capabilities to implement the programme.

What is clear is the country’s wish to reclaim lost ground in English language proficiency.

Milestones have been identified to measure outcomes, for example, the official target of making English a compulsory must pass subject by 2016 and the announced goal of achieving 70% pass with credit in the Cambridge 1119 English language examination paper by 2025.

We need to do things radically different if we are to attain these goals.

There has to be a multi-pronged approach to reach the goal of improved English literacy amongst Malaysians.

Towards the end of last year, the Ministry ascertained that the majority of the 70,000 English language teachers do not have the necessary skills level to teach in English and have set in place a series of programmes to upskill them. This is a basic requirement that has to be done but this process will take time.

In the meantime, while the upskilling process is going on, to increase the pool of teachers we need to call upon retirees who can teach in English – there are 400,000 teachers and 3% of them retire every year – i.e 12,000 a year.

If we consider that teachers between the ages of 55 and 70 can still teach effectively, the total number of retired teachers would be 180,000 in that age group and if only 10% were capable of teaching in English, there is a pool of 18,000 to call back to active duty.

We should offer them full pay and at the same time, they would continue to draw their pension (approximately 60%), and this would mean that they would take home a total of about 160% of their last drawn salary.

This is very different from the pre-2005 days when teachers were offered to work beyond retirement at the same pay as then they would be working for only 40% of their salary since their pension would be paid anyway, and that is the reason why not many would want to extend beyond their retirement age.

There are also thousands of other retirees who are fluent in English but were not teachers. On a short course basis, it must be possible to call upon some of them to be teachers in English in this national effort.

In addition, flexible working arrangements like part-time work can also attract mid-career mothers who have left the workplace because they could not do a full-time job.

Having dramatically increased the supply and pool of English teachers using the above, we need to apply the immersion method of English learning through three channels:

1. National Schools: Increase the contact time in English from the current 15% to 40% or more in stages over the next few years.

Projects and activities to be conducted in English in addition to Bahasa Malaysia. Progressively add subjects to be taught in English to raise the contact time in English

Using textbooks, if necessary from other English-speaking countries, we can quickly add subjects to be taught in English progressively until we reach 40%.

The time spent in English in national schools to be dramatically raised, and to work out the resources to be applied to reach those targets and not the other way round.

2. Some national schools are, however, more ready to take off in the English language than others. For example, high-performing schools and some mission schools, which have quicker access to retired teachers who can come back to teach in English.

Model schools

These schools are to be given increased autonomy to adopt international curriculum and assessments. Bahasa Malaysia will continue to be a compulsory subject and taught intensively. Given their capacity to implement faster, they could become model schools in a pilot project that could be extended to other schools later.

3. Re-introduce English-medium schools as an option along the lines of private and international schools but affordable to a larger segment of the population. These schools teach in English for most subjects but offer Bahasa Malaysia as a compulsory subject.

Using a multi-pronged approach, we have a chance to achieve the goal of having 70% of our schoolchildren attain a credit pass in Cambridge 1119 English by 2025.

More importantly, it allows for our students to quickly tap into all the knowledge available in the Internet, which is primarily in English.

It is proposed that a detailed programme of engagement be worked out, starting with a survey both in the urban and rural areas among parents of students in existing schools as well as parents of children about to enter the schooling system. This survey should gather data by postcode location on whether parents would send their children to English-medium education if given the choice.

With the survey results, the government can assess the size of the demand for English schools and make the necessary plans to satisfy it at least through a pilot implementation.

The results of the pilot study will provide government with better policy-making inputs on the potential outcomes that can be expected from such schools in terms of ethnic integration, achievement rates and
proficiency in English moving forward.

In addition, the results, if positive, will also serve to soften the hard stance of those opposed to a change in the policy that may be long overdue. We owe it to our children and grandchildren of all races to see this through.

> Tan Sri Yong Poh Kon is managing director of Royal Selangor and President of the Federation of Malaysian Manufacturers. He also serves on the boards of EPF, MIDA and Matrade.


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Charting the way forward for English-medium schools in Malaysia

There has been much talk about English-medium schools in recent days. The end of English-medium schools came abruptly with little or no discussion during troubling times. Now may well be the time for discourse on such schools.

 Over the past few weeks, many articles and letters have been published on the desirability of reintroducing English-medium schools in Malaysia. Those among us who were schooled in the 50s and 60s often reminisce with fondness and nostalgia about the good times we shared with friends of all races.

We also recall the many devoted teachers who “terrified” us but yet earned our highest respect, so well portrayed by Lat in his cartoons in the characters of Mr Singh, Tuan Syed and Mrs Hew.

Students then identified strongly with their schools and healthy inter-school rivalry contributed to raising not just academic standards but the standard of sports and other extra-curricular activities, including inter-school debates.

Looking back, it is easy to see why so many of us recall our schooling days with such fond memories and wish to revisit those days of old.

In looking back, it is important to get a sense of how multiracial schools were then and the significant role played by English-medium schools in bringing us together as Malaysians before such schools were phased out from 1970.

Statistics are difficult to come by but there is a gem of a publication entitled Educational Statistics of Malaysia 1938 to 1967 published by the Educational Planning and Research Division of the Ministry of Education Malaysia in 1967 which is available online at http://www.fmm.org.my/upload/Educational%20Statistics%20of%20Malaysia%201938-1967.pdf.

Also included was an important graph charting the enrolment of students in assisted schools between 1947 and 1967 (see chart).

It is clear from the chart that enrolment in the English-medium schools enjoyed the highest rate of growth among the language streams and would have become the largest group of schools in the country if the policy had not been abruptly changed in 1970.

Suffice to say that by 1967, English-medium schools accounted for 33.8% of all students in the country, Malay-medium schools 40.3%, Chinese-medium schools 21.4% and Tamil-medium schools 4.5%.

It is also useful to recall that parents were allowed, then, to choose the language stream of the schools they enrolled their children in.

As no statistics were available on the racial breakdown of students in the English-medium schools, a close approximation was made by dividing the total population of students in 1967 according to the racial composition of each group in that year and subtracting the number of students already enrolled in their respective language medium schools.

The balance is a realistic approximation of students enrolled in the English-medium schools. Using this method of approximation, the English-medium schools had attracted a healthy racial mix of approximately 34.6% Malay, Chinese 43.1%, 16.4% Indian and 5.9% “other” students. (see chart 2)

At the secondary school level, English-medium schools, administered by both the government as well as mission schools were by far, the most popular type of schools, attracting more students than any of the other language streams, a choice made by the majority of parents throughout the country.

Students followed a curriculum used worldwide and textbooks in English that were carefully selected and graded in complexity through years of use and fine-tuning.

Students then sat for examinations that were internationally graded and recognised as the “O” Levels of the Cambridge Examination Board. Such students later went on to assume important positions in all sectors of the economy – the government, bureaucracy, academia and the private sector.

The landscape, however, changed radically after the May 10, 1969 general election and the riots of May 13. Amid the uncertainty and following the trauma of the events, the then newly appointed Education Minister, Datuk Abdul Rahman Yaacob, only two months into the job, and with little if any consultation, announced a new policy.

The policy was that from 1970, English-medium schools would cease to exist and remaining students in English language-medium schools would be phased out over the next 11 years until they completed Form Five in 1982.

This radical decision saw the beginning of the gradual erosion of the strong English language foundation, a competitive edge that Malaysia had enjoyed over its neighbouring countries for decades.

Along with the removal of English- medium schools, a number of serious problems emerged in the education system, including low achievement rates in science, mathematics and reasoning as evidenced in Malaysia’s low PISA and TIMSS scores, the employability of graduates and their relative competitiveness in an increasingly globalised world.

It is no mere coincidence that the top 10 scorers are from the OECD countries and Asian tigers, and if we are to achieve sustainable high income status in the future, our scores in these benchmarks have to be improved.

We are heartened by the current national dialogue taking place over the drafting and finalisation of the National Education Blueprint. Various interest groups and stakeholders have been consulted, including right up to the Council of Rulers, and rightly so given the special place that education has in the heart of every parent and central to the competitiveness of a nation.

Contrast this consultation with the overnight decision then to abandon English as the medium of instruction – a decision taken whilst the country was caught in the immediate aftermath of the May 13 riots where many people were killed and cars and shophouses were burnt and the priority then was security and bringing back life to normalcy.

We will leave it to researchers and insiders at the ministry at that time to reveal the reasons for this sudden promulgation of a policy that had such a long term negative impact on our competitiveness.

We only know, for example, that veteran politician Dr Goh Cheng Teik wrote in December 1970 in his book The May Thirteenth Incident and Democracy in Malaysia that the radical educational policy change in 1969 was made without the knowledge or authorisation of then Prime Minister Tunku Abdul Rahman.

Referring to the same issue, Tun Dr Mahathir Mohamad in his book Doctor in the House wrote, “Out of the blue, Tun Rahman Yaacob announced that all government secondary schools and government-aided schools would become National Secondary Schools where the teaching would be in Malay. Schools in Sarawak and Sabah, however would be exempted. His decision made Tun Rahman very popular with the Malays, particularly Malay university students, but the move had a political rather than an academic agenda.”

It is not too late in the day to revisit the issue of English-medium schools – this time not under the shadow of the events that occurred in May and June 1969, but in the light and with the benefit of the knowledge and experience that we have accumulated over the past 44 years.

We owe it to ourselves to have this serious conversation on the way forward for education, the bedrock for maximising the potential of all citizens and enhancing the competitiveness of our nation in these globally challenging times, especially with the advent of this Internet age.

By YONG POH KON

> Tan Sri Yong Poh Kon is managing director of Royal Selangor and President of the Federation of Malaysian Manufacturers. He also serves on the boards of EPF, MIDA and Matrade. Part Two of his article will appear in Sunday Star tomorrow.

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Samsung’s Galaxy S4 is going to get even faster with LTE-Advanced

 After announcing smaller and tougher versions of its flagship smartphone, Samsung is now gearing up to launch a new version of the S4 with support for LTE-Advanced networks, Reuters reports.

The phone could hit South Korea as soon as this month, Samsung co-chief executive officer J.K. Shin told Reuters. LTE-Advanced (LTE-A) is a major upgrade over the current LTE standard, and it could end up being the driving technology behind future “5G” networks. For now, though, it looks like carriers are approaching LTE-A as a way to speed up existing 4G LTE networks. T-Mobile, for example, claims it’ll be the first to offer LTE-A in the U.S. because it has newer LTE equipment than other carriers.

LTE-Advanced will potentially offer speeds up to 300 megabits per second (three times faster than LTE’s theoretical bandwidth), so you can be sure that carriers will want to market the heck out of that upgrade. Samsung claims its LTE-A Galaxy S4 will be about twice as fast as the current LTE models.

For the most part, the LTE-A Galaxy S4 seems like a show horse for Samsung. It gets to claim that it’s the first in the LTE-A handset market, but most consumers won’t be able to take advantage of the faster speeds for some time. The phone will also serve as a way to push Samsung’s 4G networking-equipment business. (After all, it’ll only be able to convince carriers to adopt its LTE-A equipment if there’s a phone that supports the faster network.)

By Devindra Hardawar/  VentureBeat

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Proud of dubious titles: Datukship award ...

  
Abdul Latif presenting an award to Koh at an investiture ceremony at the ‘balai rasmi’ in Simpang Ampat, Malacca, on Feb 16, 2013

PETALING JAYA: Scores of recipients of questionable awards from territorial chieftains are shamelessly displaying their dubious titles of “Datuk”, “Datuk Paduka” and “Datuk Seri” online.

A website lists a number of people with Datukships conferred by Malacca’s Undang Luak of Naning, Dato’ Seri Raja Merah Dato’ Abdul Latif Hashim.

The website also contains a full list of awards conferred by the chieftain, compri­sing 60 awards under 11 categories.

Awards in the first 10 categories come with different titles while the last category – with three awards – does not come with a title.

The categories range from Anugerah Darjat Kerabat Gelaran, which lists the highest award as the Darjah Kerabat Undang Naning, to the Anugerah Kehormat Gelaran, which carries the title Datuk.

The Star reported recently that Abdul Latif handed out scores of unrecognised Datuk­ships and other titles to those who had “contributed” to the Naning Territory.

Another self-claimed “Malacca-Perak Sul­tan” Ahmad Shah Raja Noor Jan Shah had also awarded titles to over 90 people.

Awards conferred by territorial heads and self-styled traditional leaders are not recognised anywhere in the country, unlike those conferred by the Yang di-Pertuan Agong and heads of state.

As of yesterday, two people had been identified on the website as recipients of the highest award, the Darjah Kerabat Undang Naning, which carries the title Datuk Seri Diraja.

Twenty-three others carry the title “Datuk”, of whom 17 were awarded the Darjah Kehormat Undang Naning while the rest were conferred the Darjah Kehormat Wilayah Naning.

Other titled recipients are Datuk Paduka Seri and Datuk Jaksa (six recipients each), Datuk Seri (one recipient), Datuk Paduka (nine recipients) and Datuk Panglima (five recipients).

The website also contains background information on Naning Territory, photographs of the Naning flag and those of its divisions, the current chieftain of Naning and pictures of his birthday in 2010.

‘I was told to pay RM90,000 for award’

By LOSHANA K. SHAGAR  loshana@thestar.com.my

 

KUALA LUMPUR: A week after his face appeared in the newspaper, a recipient of the unrecognised Dato Kehormat Undang Naning award has claimed that he was led to believe the award was genuine and he almost paid RM90,000 for it.

Sebestian Koh, 49, said there were over 100 recipients that day receiving one of three titles – Datuk Seri, Datuk Paduka and Datuk.

Koh also refuted a statement by Malacca’s Undang Luak of Naning, Dato’ Seri Raja Merah Dato’ Abdul Latif Hashim, that he did not confer the title.

Showing photographs of him receiving the award at the “balai rasmi” in Simpang Ampat, Malacca, on Feb 16, Koh said: “I think the confusion must have arisen because there were so many people being awarded titles that day, so he (Abdul Latif) might not have remembered me.

“I was told by a friend, who also received the award, that it was recognised by the Government. He said I could even include the title in my MyKad and passport.

“Although I had never heard of the award, I decided to accept it since they were conferring it on me anyway.”

Koh was speaking to reporters at the MCA Public Service and Com­plaints Department yesterday.

The Star had front-paged the issue of questionable titles conferred by Naning chieftains and interviewed Abdul Latif and Ahmad Shah Raja Noor Jan Shah, who claimed to be the “Malacca-Perak Sultan”.

Abdul Latif had said that the investiture ceremony to confer titles was purely customary and the awards were merely customary titles with no connection to those bestowed by the Malacca Government.

In November last year, Koh said his friend, a certain “Datuk” Teoh, had called to inform him about the Datukship and handed over a “surat watikah”.

He said he was also informed about the RM90,000 “standard donation” for the title, which would be “contributed” to the Naning territory.

Before the investiture ceremony, Koh said he paid RM6,000 for a yellow sash with red stripes, a medal with the words “Dato Kehormat” and a card identifying him as a title holder.

When asked if he knew that the award was dubious, Koh admitted that he did know that the historical state had no sultan.

“The one conferring the title claimed to be a descendant of the Malacca sultanate and I asked around to check if this was true,” he said, confessing however that this was not done thoroughly as whatever information he had, coupled with Teoh’s persuasion, made everything “look very real”.

A few months after he accepted the award, Koh said his friends asked if they could advertise their congratulatory messages, to which he agreed.

“Only after The Star article on the Datuks of Naning was published did I realise that I had received an unrecognised award. My friends are laughing at me for being a recipient of a fake award. It is very embarrassing.”

When asked about his next move, Koh said he would not lodge a police report but had set aside the award and moved on.

On whether the award might be revoked if he did not settle the “standard donation”, Koh waved it off as a non-issue, adding that “it was not recognised anyway”.

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Asian banks remain to be seen more scandals will surface

HSBC, Standard Chartered and DBS were among 20 banks at which 133 traders tried to manipulate the Singapore interbank offered rate (Sibor). Photo: Bloomberg

HSBC, Standard Chartered, JP Morgan Chase, Barclays and DBS were among 20 banks at which 133 traders tried to manipulate the Singapore interbank offered rate (Sibor), swap offered rates and currency benchmarks in the city state, [the Monetary Authority of Singapore] said.

BANKING scandals are surfacing in Asia, this time in the form of a US$250mil (RM799mil) fine on Mitsubishi UFJ Financial Group Inc on claims that it had transferred money to countries facing US sanctions.

According to the South China Morning Post, The Bank of Tokyo-Mitsubishi UFJ Ltd, the main lending unit of Japan's biggest bank by market value, moved an estimated US$100bil through the state for government and privately owned entities on the Specially Designated Nationals list.

This list was issued by the US Treasury Department's Office of Foreign Assets Control between 2002 and 2007, the New York State Department of Financial Services and New York Governor Andrew Cuomo said in a statement recently.

Just about two weeks earlier, the Monetary Authority of Singapore (MAS) had cracked down on the rigging of the Singapore Interbank Offered Rate or Sibor.

HSBC, Standard Chartered, JP Morgan Chase, Barclays and DBS were among 20 banks at which 133 traders had tried to manipulate the Sibor, swap offered rates and currency benchmarks in the city-state, MAS said in a statement recently.

Greedy

These incidents within Asian banks are significant, as the European and US banks have been bearing the brunt of criticism.

The major UK banks have been fined for the Libor (the London equivalent of Sibor) rigging and the mis-selling of products.

Due to their role in the churning of derivatives, these banks in the West have been described as greedy, careless and manipulative.

The recent scandals seem to involve only a few Asian banks, but it remains to be seen how many more names will surface and what sort of rules have been flouted.

In view of their important role in the economic growth of Asia, they will be closely watched in terms of risk exposure and ethical banking practices.

So, Asian banks, some of which have become very profitable, beware on all fronts.

In Europe, overnight talks aimed at ensuring shareholders and bond holders bear the brunt of bank failures collapsed after almost 20 hours of discussion, reports The Telegraph.

After investors, the proposals would impose losses on savers with more than 100,000 euros in their account, but France and non-eurozone countries want the ability to tailor the rules, the report says.

Discussing possible bank failures may not be the most urgent agenda, although extreme stress testing and estimation of potential bank losses should be conducted.

This is tied to the capital position of the bank.

However, there should be a constructive approach to boosting capital buffer and ensuring that the bank does not fail rather than what to do if it fails.

It is like pointing a gun at a man's head even before the crime is committed.

Bond bubble

There is said to be a “bond crisis” out there, where the bond bubble is about to burst, with investors looking for other asset classes to invest in.

With the impending halt to the US quantitive easing programme of additional liquidity, this search for other asset classes has become more urgent.

Nevertheless, 'We see improving US gross domestic product as a positive support to risk' assets such as shares, but would expect liquidity reductions to remove some of the froth' from current valuations, including in corporate bonds.

“Where we have the biggest concern is some of the riskier banks.

'Even five years on from the financial crisis, we cannot with any confidence say we are happy with the quality of their balance sheets; this is where risks of capital losses are highest,'' says Chris Bowie, manager of Ignis fund management.

Such is the reality of investing. It involves constant assessment of risk, changes in the markets and valuations.
Micromanagement is usually discouraged but may be useful in this case.

 By Yap Leng Kuen
Columnist Yap Leng Kuen cautions on the headwinds.
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Winning education, America and China!

Providing a student with a taste of life in two of the most powerful and dynamic nations in the world is a winning combination.

I AM always being asked by anxious parents about where they should send their sons and daughters to school or university.

As a graduate of a British university, most people would expect me to be a big promoter of UK institutions.
In the past, that would have been the case, but nowadays I’m no longer so convinced.

Indeed, the smartest Malaysian parents have already anticipated changing trends, sending their offspring to the United States, especially schools on the East Coast (and Ivy League colleges).

At the same time, virtually every young Chinese Malaysian scion is expected to spend at least a year or so brushing up his or her Mandarin in Beijing.

Some even attempt courses at the city’s prestigious Peking University.

To my mind, it’s a winning combination: providing a student with a taste of life in two of the most powerful and dynamic nations in the world.

This doesn’t mean that I think American graduates (even Ivy Leaguers) are cleverer than their British counterparts.

If anything, they’re just more articulate and confident.

These are qualities, however, that tend to evaporate the moment they put pen to paper.

Indeed, I’ve never understood the educational value of multiple choice tests so in vogue in the American education system.

Why is this trend occurring?

Well, for one thing, American universities really score in terms of the money at their disposal and the incredibly diverse student body.

This in turn creates a superb and influential network for the future for their students.

At the same time, one of the most high-profile recent British graduates was Bo GuaGua, the son of disgraced Communist Party apparatchik Bo Xilai.

The young Bo studied at the elite British public school, Harrow, followed by Oxford University’s Balliol College.

When his father and mother fell so spectacularly from grace, GuaGua’s ostentatious ways and flamboyant educational choices were viewed as evidence of his parent’s waywardness and lack of discretion.

With China now the source of the world’s largest number of overseas students (surpassing even India), GuaGua’s disastrous stint in the UK may well prove to be a powerful disincentive for other parents in Beijing and Shanghai.

Indeed, a million Chinese students were studying abroad by the end of 2006 and in 2011 alone, 340,000 students headed overseas.

The shift may well take time as London remains an important financial capital despite its fading diplomatic leverage.

Still, the Great Power rivalry across the Pacific means that the United States possesses a powerful allure for Chinese parents as they seek to prepare their children for the future.

The children of China’s new rich can now be found in places like the Phillips Andover Academy (founded in 1778, the alma mater of President George W. Bush), its rival Phillips Exeter (1781) and the Groton School (1884, where President Franklin Delano Roosevelt studied).

They’re attractive to Chinese parents because it gives their children the edge for entry to Ivy League universities like Harvard or Yale.

Even Bo GuaGua headed to the Harvard Kennedy School (HKS) to study public policy after Oxford.

US Department of Homeland Security numbers indicate that there were 6,725 Chinese students in American secondary schools in 2011, compared to just 65 in 2006.

Overall, more than 157,000 Chinese students studied in America that year – a full 22% of the total number of foreign students there.

China again surpassed India as the largest source of overseas students for America in 2010.

Malaysia, in contrast sent just 6,190 students to America that year.

It would seem that many Malaysians still hanker for British educational institutions – perhaps to our disadvantage.

As this is being written, the best and brightest minds from the world’s two superpowers are rubbing shoulders in the schoolyards and lecture halls of America as well as, increasingly, China.

It’s always a good thing when young people come together.

Perhaps the long-feared clash between China and the West may not materialise after all as children from both compete in their respective elite institutions instead.

  Ceritalah
By Karim Raslan

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Deactivate your Facebook account!

Malaysians have firmly entrenched Facebook in their lives

Did you know that Malaysians have the most number of Facebook friends in the world? A British research agency, TNS, revealed that on average Malaysians have 233 Facebook friends and spend roughly nine hours a week on Facebook. What a lot of time indeed!

Before proudly shouting Malaysia Boleh!, think about what this actually means. Facebook has become an integral part of our lives like nasi lemak, hence we need to fully understand its consequences before it becomes an enemy. Only a fraction of your Facebook friends are your actual friends.

It has become to easy to be Facebook friends with anyone. The list includes your neighbour’s best friend’s sister whom you once met at a Christmas party. The time spent on Facebook per week is disturbing. If today’s youth spend hours communicating online, what is the impact on their real life communication and social skills?

THE PERILS OF FACEBOOK

As we all know, online communication is a distant, disfigured cousin of face-to-face communication. Communication is a delicate tool with many layers to it.

To start off, there is verbal and non-verbal communication. This consists of spoken words, pauses, hand gestures, facial expressions, body language, vocal variety and intonation.

Facebook, like many other platforms of online communication, is a different ball game altogether. An entire conversation can take place without even a single properly constructed sentence. For that matter, an entire conversation can take place with just emoticons!

This has resulted in a generation who lack basic communication skills.There are so many people who can have hours of online conversations but can barely have a decent five minute face-to-face chat. In the real world, conversations cannot entirely consist of LOLs and smileys.

IMPAIRED COMMUNICATION

In reality, making new friends and meeting new people does not happen with a literal click. It takes time to build relationships and get to know people. Now, it is possible to be someone’s friend on Facebook without even having a single conversation or interaction with that person.

This destroys the natural flow of human interaction. Communication has been watered down thoroughly indeed. This evolution indicates the ebb of human communication skills.

Besides that, on Facebook, we are unable to observe the other party’s body language. This leaves a gaping hole in the communication flow, as body language makes up for nearly half of non-verbal communication.

Consequently, youngsters whom are major Facebook users are insensitive to body language responses of the other party. This will ultimately result in poor communication skills as youths are unable to decipher the non-verbal response of the other person.

It is also a common trend amongst the youth to respond to text/chat messages first rather than to the person speaking in front of them.

With electronic communication gaining preference over actual conversations, it is a common sight at gatherings to see people busy texting or tweeting instead of talking to the people at the party.

Our minds are tuned to prefer online communication, alienating traditional chit chat. It is a rather rude compulsion to respond to your beeping phone first as opposed to a person talking to you.

  Have we lost our offline communication skills? 

“SO WHAT?”

The inevitable “So what?” will echo from Gen-Y. Arguably, this is progression thanks to technology. Again, the age-old debate of whether technology is a bane or a boon. Using Facebook as an example, technology has created one-dimensional communicators.

There are a few scenarios to consider, the first being a job interview. Employers are invariably complaining about how job applicants are unable to hold a proper discussion despite scores of degrees and higher qualifications.

While they may have the knowledge, they are unable to communicate their ideas effectively. This is a career crutch, so to speak, because being able to shine in the workplace requries solid communication abilities. In this era, communication skills are a golden ticket to securing that job.

Another scenario would be networking events as traditional networking still plays a role in our personal and professional lives. Be it birthday parties, industry launches or university events, human interaction is much needed!

It is wrong to assume that being able to communicate and network skilfully online automatically translates to good face-to-face communication. Learning the art of networking can lead to obtaining valuable contacts and forging important relationships that will go a long way. Savvy communication skills will snag you a potential client or that really hot date.

As always, practice makes perfect. Thus, actively participating in such events instead of being physically there but virtually not (pun intended) will lead to better communication skills. We need to be able to sit down and enjoy a good old fashioned chat.

Another challenge young people face is to communicate with people of different generations, something you would not usually encounter on Facebook. While online, you tend to mingle with people of your age, with similar interests but in reality it is a useful skill being able to talk to anyone and everyone.

A sad scenario nowadays would be a family out for dinner but everyone is glued to his or her smartphone and tablets. Again, there is minimal interaction, defeating the very purpose of having dinner together.

THE PHONE STACKING GAME

There is a popular game to combat this issue; the stacking game. Commonly played with friends, it requires everyone to stack their phone in the middle of the table and the first person who reaches for the phone has to foot the bill. This ensures there is proper conversation and interaction between everyone present, with less virtual distractions.

So, be proactive about the situation. Consciously monitor your online and offline communication. Ensure you have sufficient skills to hold a conversation with just about anyone for a reasonable duration.

Realise that while online communication is good, offline communication will take you a long way especially in terms of career and relationship building. Take the initiative to practise and sharpen your communication skills before it is too late.

There are many organisations out there dedicated to improving communication skills such as Toastmasters International. Find out how you can be part of it.

Should we deactivate Facebook? Admittedly it is a little too harsh, but striking the right balance between our online and offline communication is the key.

Undeniably, Facebook has become part of our lives. Just like McDonald’s, the key is moderation. A good practice is to engage with people when with company instead of communicating with someone else online. Learn to be more articulate and expressive when speaking as there are no emoticons! Let us work together to ensure technology does not cause the annihilation of proper communication skills amongst us.

By RADHIKA CHELLIAH
mystarjob@leaderonomics.com

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