How to start healing process for education
While Malaysians especially politicians from both sides are breathing fire over the recent move by the government to use English as the medium of instruction to teach Maths and Science starting from primary one, several proposed action steps to implement the policy have escaped public scrutiny and practical test.
The New Straits Times (June 18, 2002) reported that the teaching of Maths and Science in English in 2003 will see teachers playing the role of facilitators while the main mode of instruction will be by modern technology like computers and multimedia.
It also explicitly stated the end of conventional teaching although no elaboration was made on the meaning of conventional teaching but we can expect computers and computer aided instruction (CAI) teaching methodology to take center stage.
However, the Economist (Oct 26, 2002) reported based on a new study, using the evidence compiled by Dr Joshua Angrist of the Massachusetts Institute of Technology and Dr Victor Lavy of the Hebrew University of Jerusalem in their research paper on "New evidence on classroom computers and pupils learning (1999)", the use of computers may even impede learning: fourth graders taught Maths with the help of computers appear to do worse than similar fourth grade taught without them in the Israeli scheme.
The educational use of computers falls under two headings. The first is computer skills training (CST) which teaches students about computers. The second is computer aided instruction (CAI), which uses computers to teach things that may or may not have any relation to technology.
CST is essentially vocational, and includes things like keyboard skills, instruction in the use of word processing, database management, the use of software tools and computer programming which is useful for learning. However, in most instances especially in the developing countries the focus is on CAI i.e. distance learning, educational software and not CST.
Here, we can draw similarity between the government announcement in the NST and the Tomorrow 98 programme (used as the background of this report) which focused on the "computerisation of the education systemaccomplished by creating a supportive environment that can integrate information technology in a range of activities within a school", "training teachers to integrate computers in teaching", "equipping schools with hardware and software" and replacing obsolete equipments.
The results reported in Angrist and Lavay study do not support the view that CAI improves learning based on pupil test scores. Using a variety of estimation strategies, the researchers found a consistently negative relationship between the programme-induced use of computers and the fourth grade Maths score while other subjects also suffer similar negative relationship including verbal skills. CAI is no better or even less effective that other teaching methods.
Moreover, the report stated that the theoretical case of CAI is not well-developed and there are good reasons to believe that computers may actually be a diversion to students. The most important shortcoming in the case for further investment in CAI infrastructure is the fact that the evidence of effectiveness is both limited and mixed.
The researchers gave three possible reasons for the results. First, the transition to CAI is disruptive and the benefits of CAI take time to develop. Second, the introduction of computers and other educational software into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education. The third reason is the use of computers in teaching is no better (and perhaps worse) than other teaching methods.
On the contrary, the Malaysian government has announced its intention to equip 40,000 teachers with a laptop and a projector each which may cost the taxpayers almost RM800million (excluding educational software). If conventional wisdom is true that young children in particular learn best when they face the teacher, the government should reconsider its intention to move primary education towards CAI. Children learning ability and mental development also differ from child to child. Hence, a good teacher is better than one-size-fits-all educational software.
It is evident that education is too important to be left to the politicians and narrow minded interest groups. Insofar we have seen that a communal remark breeds more communal responses which will surely exacerbate into a racial conflict and mayhem.
In our quest to be a leading k-economy by 2020, all parties in the country should see the need for a national healing process to give the effort of creating a good education system a chance. Our education system needs reform. Proficiency of the English language needs to be uplifted and our students need good grounding in their understanding of Maths and Science. Agree. So why do we need to be in conflict?
Perhaps all parties should consider some of these suggestions to embark on a national healing process to energise our notion of national unity:
Delay the implementation of the policy to use English as the medium of instruction until 2004 to allow for more planning and working discussions.
All parties including interest groups must refrain from all confrontational activities to voice their disagreements and protests.
Set up a national education commission consisting of non-partisan members who are experts in the field of education. The commission is to be charged with the responsibility of
- improve the standards of English language proficiency in all national and national type schools
- improve the standards of Maths and Science in all national and national type schools
Primary Industries Minister and Gerakan president Dr Lim Keng Yaik in the Sedar Institute's forum to split the Ministry of Education into two highly integrated ministries but with different focus should also be considered so that each of the ministries can fully concentrate on their respective domain either in the higher education and K-economy or schools, vocational and technical training.
Education reform to revitalise the standards of English, Math and Science should also take a broader perspective rather than just on the administering of English language as a medium of instruction or by re-organising the classes (add or minus). Some other areas for consideration are:
Offer scholarships specifically to education undergraduates to be trained as teachers, trainers, academicians and educationists
The recommendations are not exhaustive but should provide all parties with enough points for consideration rather than taking pot shots at one another. Or we can continue to quarrel and fight over our own shadow while the net effect of our stubborn act is detrimental to the young children.
The success of the education reform hinges on partnership, contribution and collaboration from all parties. Let's not waste this opportunity to embark on a national healing process for the sake of our young nation and its future in a challenging global environment. Show your patriotism now.
