Politicising education hurts the Chinese

 

https://youtu.be/1F2l-BKDXGA

As Malaysia tackles a RM1 trillion national debt, it may be wise for Lim Guan Eng to focus on revitalising the economy than to whip up a confrontation with his own community over a RM30mil grant

WHEN Finance Minister Lim Guan Eng, in his Budget 2019 presented early this month, removed the RM30mil matching grant for Tunku Abdul Rahman University College (TAR UC), it hurt not just the MCA but also the Chinese community.

The government will provide a mere RM5.5mil as development fund to TAR UC. The fuming Chinese community is now taking up the issue as TAR UC, along with Universiti Tunku Abdul Rahman (UTAR), another institution of higher learning linked to MCA, has provided affordable education to many Chinese students over the past 50 years.

The removal of the matching grant to TAR UC – an annual amount given by the Barisan Nasional government to the university college previously to match the funds it raised – will negatively impact its continued survival.

Hence, emotive comments against Lim have been dominating the vernacular media since the grant issue emerged.

A petition against the Finance Ministry has also been launched.

Notably, though they are two non-profit institutions set up by MCA – TAR UC in 1969 and UTAR in 2001 – they are now seen as part and parcel of the Chinese community, which has been supporting their operation and expansion with billions in cash donations and land.

The late philanthropist of Penang, Tan Sri Loh Boon Siew, told me in an interview in 1991 that he had contributed land and cash to TAR UC. Other Chinese tycoons, too, have privately shared such information with me.

Together with the matching grants from the government totalling RM1.353bil over the last 50 years, MCA was able to expand the reach of the university college, from Setapak to Penang, Sabah and Pahang.

In the last 17 years, MCA also built UTAR campuses in Sungai Long (Selangor) and Kampar (Perak).

In the five decades since TAR UC started, children from poor Chinese families and other ethnic groups, regardless of political leanings, have benefitted from the education offered by it due to its affordable fees.

In fact, TAR UC and UTAR are two of MCA’s best non-political projects which have contributed tremendously to the Chinese society, to compensate for its past failure to safeguard Chinese rights in the Umno-dominated Barisan regime.

Putting into historical context, TAR UC – which started as TAR College before being upgraded to university college status in 2013 – was a product of political compromise when non-­bumiputra student intake into the five public universities then was limited by the introduction of the bumiputra quota. The one-to-one matching grant enabled TAR UC to provide an avenue for higher education for those from the lower-income group as well as performing students denied entry into public universities by the quota system.

Hence on Sept 15, 1972, Datuk Hussein Onn, the then-Education Minister, handed over the Instrument of Government to the institution.

A 77ha plot in Setapak was allocated for the construction of TAR College’s main campus.

Later, UTAR was set up and officially launched on Aug 13, 2002, by then Prime Minister Datuk Seri Dr Mahathir Mohamad after higher education in the private sector was liberalised.

According to MCA president Datuk Seri Dr Wee Ka Siong, some 200,000 students have graduated from TAR UC/UTAR over the past 50 years.

Currently, the student population in the two institutions totals 28,000. Employees stand at 1,500 (60% Chinese, 40% non-Chinese).

These figures show that not just the Chinese have benefitted from the existence of UTAR and TAR UC but the Malays and Indians as well. Among the Pakatan Harapan leaders who were beneficiaries of the TAR affordable education are Cabinet ministers Teresa Kok, Datuk Salahuddin Ayub and Datuk Seri Saifuddin Nasution Ismail as well as Penang Chief Minister Chow Kon Yeow and exco member Chong Eng.

As these two institutions have become integral to the Chinese community, it is natural that vernacular newspapers are following closely the developments in this issue.

From the writing in the Chinese media, it can be seen that this issue is threatening to become a “Chinese community vs LGE/DAP” confrontation. This may not augur well for Lim.

While there are people who agree with Lim’s argument to separate education from politics, and that MCA must cut its links with these institutions, they form a miserable minority.

In a strongly worded comment piece “Play-killing UTAR”, Sin Chew Daily deputy editor-in-chief Tay Tian Yan points out that in speaking up on the grant issue, it is not meant to support MCA, but to show concern for the future generations of the Chinese community, particularly those from the poorer classes.

In response to Lim’s warning to MCA that the two institutions cannot raise tuition fees, Tay concludes: “UTAR will die an eventual death if it cannot raise fees and is not given a grant. What will be the future of our Chinese youth?”

Generally, Lim is seen as abusing his power to punish his political rivals and in the process undermine the interest of his very own community. Such political gimmicks should be stopped when dealing with taxpayers’ money, given that 80% of the country’s revenue is contributed by Chinese businesses and individuals in the form of taxes.

For many people, it is particularly repugnant when Lim threatened to “take action” against MCA if the institutions raise tuition fees.

In a China Press editorial yesterday, Lim was reminded that last year when he was Penang Chief Minister, he had said education allocations to schools should be given regardless of political backgrounds. And he acted fairly.

“But after LGE became Finance Minister, his statement last year on equality dissipated. Shouldn’t the former Penang CM give a big scolding to the current Finance Minister?” asks the writer mockingly.

The Pakatan government has also been reminded that 95% of Chinese voted them in to oust the previous administration in the May 9 general election. Their support should not be taken for granted and forgotten.

In short, TAR UC and UTAR should not be penalised just because of their parental link with MCA.

Looking at national development, these two institutions have nurtured much talent to serve the country, particularly in the field of accountancy.

File photo of UTAR's Faculty of Business and Finance in Kampar, Perak.

In fact, from my own observations, these institutions are more professionally run than many other private colleges and universities.

For this reason, and for their affordable fees, my husband and I sent our daughter to study in UTAR. She graduated last June.

As the country is confronted with a slowing economy and has to tackle a national debt of over RM1 trillion, it may be wiser for Lim to focus on revitalising the economy and other bigger national issues than to whip up a confrontation with his own community over a RM30mil grant.

By  Ho Wah Foon, The Star


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Ministers and leaders who benefited from UTAR & TAR UC, removed matching grants to varsity

https://youtu.be/AiIUc3spw-Y

Varsity grads: Chew says he is disappointed with Lim for removing the matching grants when some leaders like (from left) Kok, Salahuddin and Saifuddin were products of the MCA-linked institutions.

KUALA LUMPUR: MCA has pointed out that several Pakatan Harapan leaders were beneficiaries of MCA-linked institutions of higher learning.

MCA central committee member Datuk Chew Kok Woh named ministers Teresa Kok, Datuk Salahuddin Ayub and Datuk Seri Saifuddin Nasution Ismail as the beneficiaries.

He said even Penang Chief Minister Chow Kon Yeow and state executive councillor Chong Eng were products of Tunku Abdul Rahman University College, then known as KTAR, and now TAR UC.

Chew expressed disappointment that Finance Minister Lim Guan Eng had removed matching grants to TAR UC.

He said although TAR UC and Universiti Tunku Abdul Rahman were set up by MCA, they were never used for political reasons, saying all the graduates could verify TAR UC and UTAR were apolitical.

He said these institutions were professionally run, adding Lim’s decision spoke volumes about his “politics of vindictiveness”.

In fact, he said, the decision was a timely reminder that DAP had done nothing for education except to criticise.

“What has DAP done for Chinese education? Name us one,” he said in a statement.

He said DAP should not punish parents and students by depriving them of affordable education because of political reasons.

Chew feared that Lim’s action would lead to higher tuition fees at these institutions.

He said many parents, who could not afford private colleges and universities, depended on TAR UC and UTAR.

Chew said the two institutions had produced more than 180,000 graduates of high calibre since its inception in 1969, while UTAR has 56,000 graduates since 2005.

“We need to put aside politics to help Malaysians, especially those from the lower-income background,” he said.

Chew said TAR UC and UTAR graduates, including these Pakatan leaders, could vouch that these two institutions were not “MCA indoctrination centres”.

It was recently announced by Lim that the government would only allocate a RM5.5mil development fund for UTAR and TAR UC, instead of a RM30mil matching grant for TAR UC.

Lim insisted that both education institutes break off ties with MCA before the government provides more allocation for the two institutions.

In the Dewan Rakyat, Ayer Hitam MP and MCA president Datuk Seri Dr Wee Ka Siong debated with Lim, stating that the matching grants were vital to help ensure lower student fees for the two institutions.

On Facebook, Dr Wee expressed his disappointment in the Finance Minister’s reply, adding that TAR UC was wholly owned by the TARC Education Foundation and should not be seen as part of MCA’s assets, and that the university college also submitted audited accounts to the Education Ministry every year.

Dr Wee also told reporters in Parliament House that TAR UC might have to increase its fees to cover operational costs.

Founded in February 1969 as KTAR, the institute was upgraded to university college status in May 2013 and renamed TAR UC.- The Star

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Success factors: higher education, right skills and knowledge

Young people are aware that career success is only possible if they pursue higher studies and are armed with the right skills and knowledge.

AS the demand for highly skilled and knowledgeable workers intensifies in the knowledge-based economy, so does the demand for higher education.

Indeed, higher education plays an increasingly significant role in this dynamic and integrated world economy.

There is much evidence in research literature that show the positive correlation between higher education and economic development.

In addition, pursuing higher education is seen as an important pathway to career success. However, as tertiary studies become more accessible to the masses, there are concerns on the value of higher education.

Based on the classification of the Education Ministry, the higher education sector in Malaysia consists primarily of universities, university colleges, colleges, polytechnics and community colleges.

An online survey was conducted recently where 298 respondents participated. More than 80% of the respondents were students in public and private higher education institutions in Malaysia while the rest were random respondents.

The data from this survey was collected through the UTAR (Universiti Tunku Abdul Rahman) Opinion Poll (http://poll.utar.edu.my/), an online platform developed by the varsity to collect public opinion on current issues, particularly issues faced by youth in the country.

Seeking jobs

The survey revealed that the two reason for pursuing a university or college education were to get a decent job and earn a higher salary.

The value of higher education in providing access to improved jobs, better earnings and career prospects is an important driving force for people to invest in higher education.

Other important values of higher education as highlighted in the survey include promoting social mobility and gaining self-fulfilment.

In the survey, when respondents were asked about what kind of knowledge should be emphasised and delivered by higher education, students and non-student respondents gave somewhat different feedback.

Student respondents placed great emphasis on the provision of professional knowledge that would prepare them with the information and knowledge required for a professional career while career-related knowledge came in second.

For non-student respondents (consisting of respondents working in different professions and 67% of them have a degree), they are of the opinion that higher education should firstly prepare students for good citizenship and to be well-versed in general knowledge.

This was then followed by the preparation for a professional career and a job.

The survey also revealed that vocational or technical knowledge to prepare students with technical skills has not been seen as a priority for higher education.

Due to the burgeoning number of higher education institutions, particularly private higher education institutions in the country since the introduction of the Private Higher Educational Institutions Act in 1996, higher education has changed from a social institution to an industry and is increasingly perceived as a profit-making industry.

About 75% of the respondents felt that higher education was becoming “commercialised” and profit-oriented, thus creating the varying standards of higher education institutions, and the programmes offered in the country.

The diverse quality has somehow contributed to the diminishing value of a higher education degree.

It has also led to the distorting job market signalling effect of an academic degree in the employment market.

Hence, more efforts in screening and filtering are required during recruitment to help employers hire the right candidate with the relevant requirements.

In order to ensure the quality of higher education in the country, it is crucial for the authorities to develop a reliable and effective mechanism to closely monitor and assess the quality of teaching and learning in higher education institutions in Malaysia.

“Too-examination oriented” is the general perception of the respondents (78.3%t) on the current higher education system in Malaysia.

This is associated with the feedback that higher education institutions should provide more practical training opportunities and industry exposure to students.

The curriculum design should consider incorporating innovative teaching and learning methods. This would include problem-based learning, project-based assignments, case studies or experiential learning, rather than the traditional lecture-based method.

Internship is found to be an effective way for students to gain hands-on learning experience.

Non-student respondents were asked to give comments and their perception on the performance of students in the higher education institutions.

The majority of them (80.6%) felt that our students are lacking in international exposure.

It would be a disadvantage if we are not preparing our students and equipping them with global competence skills to compete in the global economy.

International internships.

Many universities around the world, particularly universities in Europe and North America, have incorporated into their curriculum at least one semester of study abroad or international internships.

Compared to these universities, we are lagging behind in this aspect.

Higher education institutions in Malaysia should participate more actively in internationalisation initiatives, particularly international student exchange programmes to provide students the opportunity to acquire global experience during their studies.

Another major comment is related to students’ lack of good communication skills.

In fact, this is not a new finding. We often read reports or hear comments about the inadequacies of our students in communication skills.

It is not so much of a language barrier, but more related to the capability to express and deliver one’s idea and messages clearly and correctly.

Interestingly, when student respondents were asked to reveal what skills they acquired in university or college, communication skills topped the list as the skills most acquired.

This is something that needs further investigation.

The higher education system is undergoing dramatic changes due to many underlying factors, particularly technology innovation, emergence of knowledge economy, shifting demographics and globalisation.

The role and value of higher education has somehow changed as well.

It is important for us to review the best practices to prepare students to succeed in the increasingly dynamic world and to produce the “right” knowledge workers for society.

This article sheds light on some of the issues in Malaysian higher education as perceived by students and general respondents.

By Prof Cheng Ming Yu The Star/Asia News Network

The writer is a Professor at the Department of Economics, Faculty of Accountancy and Management at Universiti Tunku Abdul Rahman. This is the final article in a series of STEM for life-themed articles published in our pullout.

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STEM Education for life, part 2

The second part of the series looks at the part STEM has to play in ensuring a better future for all Malaysians.

IN our previous article (Stem education for life to reach new heights)  we talked about the engineering feats of the 20th century, what STEM (Science, Technology, Engineering and Mathematics) stands for and some ways to promote STEM among students. In this article, we will talk about the importance of STEM education for key professions and for the future of the nation.

In 2007, 30% of the total tertiary education-age population in Malaysia was enrolled in tertiary education. In 1999 it was 23%. Malaysia targets that by 2020, this total will increase to 50% and out of that 60% will be in STEM. To meet this target, ground work has to start now.

Currently, it is estimated that about 37% of secondary school students are in the Science stream. It is worrying if there is a decline in the number of students enrolling in the Science stream.

If our country is to move forward to compete with the rest of the world and to be sustainable in the future, we need more scientists, mathematicians, engineers and technologists to manage our natural resources and to look into renewable resources for future growth and sustainability. More talents and more qualified manpower are required to drive the country.

The United States Department of Commerce in the 2013 article STEM: Good Jobs Now and for the Future (www.esa.doc.gov) stated that “STEM workers drive our nation’s innovation and competitiveness by generating new ideas, new companies and new industries. However, US businesses frequently voice concerns over the supply and availability of STEM workers. Over the past 10 years, growth in STEM jobs was three times as fast as growth in non-STEM jobs.” Perhaps this is an indication of a trend that could eventually affect Malaysia as well.

According to an employment website survey in August 2013 based on a year’s data that among the top 10 highest paid jobs in Malaysia, most tend to be technical or science based. At the executive level, those who specialised in medicine, engineering, finance and information technology (IT) generally earned above-average salaries, while those at managerial levels and higher who received better compensations were in the fields of IT, science and engineering.

It was also reported that, out of the top 10 best paying jobs for fresh graduates, seven of the jobs are STEM related (doctors, engineering/IT, geophysics, aviation, actuarial science, IT software, financial services).

Perhaps, with this knowledge in mind, students in schools could be informed to pursue STEM subjects and venture into tertiary education in STEM-related fields of study. Most students in secondary schools have little idea of what to pursue at tertiary level and little knowledge of what career path to take. Perhaps with the knowledge of possible successful careers and pathways in STEM, students could make informed decisions on what subjects to take and that would lead them to more visible outcomes.

Most students have the view that mathematics and science subjects are more technical and difficult subjects to learn and score in exams. Hence, they shy away from choosing the Science stream and this may prevent them from choosing a career in STEM-related fields.

However, if learning is made more practical, fun, methodical and interesting with key fundamental concepts of STEM introduced even from primary school and slowly built up to secondary school, more students would enjoy learning STEM subjects and perhaps perform better in them in lower secondary. This would make the transition into the Science stream easier at Form Four. The grooming of a potential pool of talent has to start from school right up to tertiary level. It might be too late trying to encourage more students into STEM-related studies at tertiary level and by then there might also be too few in the pool to select the best talents from.

STEM education should perhaps be elevated as a national priority, considering the implications for the future. With this in mind, the ASEAN Academy of Engineering and Technology (AAET), Universiti Tunku Abdul Rahman (Utar), the Malaysian Industry Group for High Technology (MIGHT), the Institution of Engineers Malaysia (IEM), and the National Science Centre (NSC) came together to organise the Kuala Lumpur Engineering Science Fair 2014 (KLESF).

The inaugural fair was held in April 2014 and the event, which will be held annually, aims to promote STEM and serve as a decisive step to arrest the declining interest among school students in STEM. KLESF brought together a community of stakeholders, research and education communities, professionals and industry partners to support the Government’s Science to Action (S2A) programme to promote science and technology as the key drivers of innovation, research, development and enterprise for the nation.

KLESF 2014 attracted more than 100 government schools and more than 50,000 visitors comprising mostly school children and teachers.

In tandem with KLESF is the Utar School Mentorship Programme, in which Utar academics work with school teachers in selected needy schools, sponsoring equipment and working with students on hands-on science-based projects, which were showcased during KLESF. The students, in this mentorship programme, learnt to make mini robots and conducted scientific experiments, highlighting the fun aspects of learning Science.

The waves of technological revolutions that happened from the 18th to the 20th century resulted in super highways, integrated multimedia networks, speedy transportation, automation and super crops with bountiful harvests. If we think of the next century and the future to come, a lot needs to be done now.

We now have about seven billion people on earth. The global population could reach nine billion by the year 2050. In 2010, 3.5 billion (50.5%) lived in cities and more are moving into cities each day. This means fewer and fewer people work in farms, growing food that we need, and more infrastructure is needed in the cities to support the growing population. Healthier food, clean water, well-planned housing and clean air are required for better-quality life in the cities.

The level of urbanisation is rising throughout the world resulting in more pollution, depletion of natural resources, global warming and the increasing need to source clean water. Problems are getting more complex and the challenges are greater. The world needs a great pool of talented people especially scientists, architects, engineers and more STEM-based qualified professionals to help with new inventions, seek solutions, soothe this expanding world and solve current and impending environmental problems. Most of all, these talents need to look into renewable energies for the future as our natural resources are being depleted and wasted.

Therefore, it is imperative to keep our youths and students in schools interested in STEM; for our teachers to find more interesting ways of teaching STEM subjects; our parents to encourage their children to discover the wonders of science and for our government to look into policies that promote STEM education and develop a curriculum that will encompass the nation’s future needs.

Contributed by Prof Dr Lee Sze Wei

The writer, an AAET Fellow, is the vice-president of Research and Development and Commercialisation, Universiti Tunku Abdul Rahman (Utar).  

 Prof Ir Dr Lee Sze Wei
Vice President, R&D and Commercialisation
UTAR

Prof. Dr. Lee Sze Wei was born in Malaysia in 1970. He obtained BEng (Hons) in Electronics and Optoelectronics, MPhil., and PhD from University of Manchester Institute of Science and Technology, UK in 1995, 1996, and 1998 respectively. He was in Multimedia University, from 1999 to 2008 before joining Universiti Tunku Abdul Rahman (UTAR) in Oct 2008. He is currently the Vice President (Research, Development and Commercialisation) and of UTAR. He specializes in telecommunication engineering. He has been involved in various industry-university collaborative research projects and providing training programmes to the industry aimed at updating and upgrading the knowledge and skill of technologists and engineers in the industry. http://crest.my/v2/prof-lee-sze-wei/

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