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Showing posts with label PISA. Show all posts
Showing posts with label PISA. Show all posts

Tuesday, January 30, 2024

‘Education needs to level up’; Closing gaps in maths and science


THE world is seeing a digital revolution that is advancing technology beyond human skills.

To turn things around, the education system needs to put in a place the kind of learning that will move people ahead of the technology of modern times.

That, said Organisation for Economic Co-operation and Development (OECD) director for Education and Skills Andreas Schleicher, is about knowledge, skills and mindsets.

In the era of generative artificial intelligence (AI) such as ChatGPT, he said teaching the young how to frame questions, navigate ambiguity and manage complexities, instead of teaching them the answers, is of utmost importance.

“We know how to educate second-class robots – people who are good at repeating what we tell them but the kinds of things that are easy to teach and easy to test have also become easy to digitise and automate,” he said.

Drawing on an OECD study that tracked the extent to which AI could surpass typically gifted humans in education, he noted a clear improvement in the performance of generative AI in just one year in the Programme for International Student Assessment (PISA) (see infographic).

“You can see AI is advancing at a breathtaking pace. We need to accelerate our progress,” warned Schleicher, who leads the team that oversees PISA.

Creativity, he asserted, is one of the most central resources in the 21st century that education can foster to help people grow in their competence.

“If you want your kids to be creative, you have to give them space to experiment. When they experiment, they take risks and if they take risks, they make mistakes. If our education systems do not help students learn from and with mistakes, they are not going to be so creative,” he said.

Citing the teaching of science as an example, he said making students believe in scientific paradigms, giving them numerous exercises to rehearse, and testing them on whether they remember the answers have nothing to do with scientific enquiry.

“Scientific enquiry is not about reproducing the established wisdom of our times but about questioning it. And that is true for many subjects,” he said.

He added that rather than teaching students knowledge like physics and chemistry, educators should put more emphasis on helping them to think like scientists.

“That is going to be useful and sustainable. If we just teach fixed knowledge and skills, the risk they are going to become obsolete is quite high,” he said.

Speaking at the Educational Publishers Forum (EPF) Malaysia 2023, held virtually on Nov 22 last year, he added that learning literacy is no longer about extracting knowledge from prefabricated text; it’s about constructing knowledge.

“Instead of repeating and reproducing what you learn, you need to learn to question what you see, and triangulate different information. They are very different skill sets,” he said.

He added that students must have the capacity to see the world in different lenses and appreciate different ways of thinking.

Pointing to the massive rise in the “wisdom of the crowds”, where a large number of people put their ideas into the mix on social media, Schleicher also emphasised the need for students to be equipped with digital navigation skills.

“In many countries, the majority of 15-year-olds are born into this digital world but they are not digital natives.

“You will not become automatically skilled – education needs to invest in this,” he said, adding that the ability to distinguish fact from opinion and integrate different information sources is the kind of skill needed to make use of the digital world.

Nurturing a growth mindset, according to Schleicher, is another focal point of importance to help students forge ahead.

“The mindset we create among students is an incredibly important predictor for their willingness to engage with new problems and address challenges.

“Education systems that develop students’ growth mindset tend to also excel academically, while those that have a fixed mindset typically show a lower academic performance.

“If students have a growth mindset, it’s a mirror of how they have been educated,” he said.

Students with a growth mindset, he explained, know that if they invest effort, they can overcome barriers whereas those without it believe that success is largely about the intelligence they inherited and there is nothing they can do about it.

In fact, he continued, the growth mindset is needed at every level of the education system, including policymakers, teachers and publishers.

He added that one’s willingness and capacity to learn, unlearn and relearn will also be essential.

“In today’s world, you have to learn for jobs that have not yet been created, to use technologies that have not yet been invented, and to solve social problems you cannot yet imagine.

“So, having a willingness to engage in the novelty, and to give up some of the favourite beliefs, knowledge and skills in order to acquire new ones, is absolutely essential – that’s a real test for education today,” he said.

Themed “Developing 21st Century Students: Policies, Strategies & Educational Materials”, the EPF Malaysia 2023 was organised by the Malaysian Book Publishers Association.

Calls for edu reforms in M’sia


Less volume, more depth


Malaysia has put very interesting reforms on track but there can be less emphasis on the volume of content – Malaysian students learn a lot of things. Instead, place more emphasis on depth and diverse ways of thinking. That is the most important transition the modern world will require for students in Malaysia.

Learning environments can be more student-oriented and teachers can go beyond the instructional component and become better coaches and mentors to their students – that’s very important to mediate the impact of social background.

Engage teachers in more collaborative professional development. You need to get teachers in a space where they also become lifelong learners.


– OECD director for Education and Skills Andreas Schleicher

Strengthen school curriculum

The curriculum is by far the most important ingredient in determining what students are able to do at the end of their schooling.

A fantastic teacher with a terrible curriculum is going to have a hard time ending up with successful students. And a teacher who is struggling is going to be supported by a terrific curriculum, so all teachers benefit from a strong curriculum. It’s something that policymakers should be reviewing on a regular basis. There is good data worldwide. We’re leaving a lot of good ideas on the table by not paying attention to what other folks are doing.


– University of Virginia, United States, psychology professor Dr Daniel Willingham


Ensure quality content

You can have highly-trained teachers teaching in classrooms with the most up-to-date devices and software but if the content being taught is second-rate or worse, then students will not get the education they deserve and your country will be left behind. If we want to reduce inequalities, then high-quality resources produced by professional educational publishers and adapted to deliver the government’s curriculum is what will guarantee progress.


– International Publishers Association president Karine Pansa
Focus on leadership

We need to review our curriculum assessment and pedagogical approach. First, the Education Ministry (MoE) should collaborate with stakeholders to reassess the curriculum. Second, it should redefine the role of teachers. Our teachers are imparting knowledge that can be obtained online. Allow teachers to learn, unlearn, relearn, and be mentors and facilitators. The focus should be on leadership as stated in the Malaysia Education Blueprint (MEB) 2013-2025.


Malaysian Association for Education president Datuk Satinah Syed Saleh 

  Decentralise the MoE 

 We need to decentralise the MoE. All schools should have a board of advisers. We have intelligent people in the community who can be advisers. This is about community-centred, rather than standardised, education. We need to do away with the Sijil Pelajaran Malaysia (SPM) exams. Instead, if students want to enrol into university, they can take a certain kind of exam for the course they want to pursue. Our mindset is industry-based. We need to move away from teaching people to be nuts and bolts. Learning should be lifelong. Universities need to redefine the significance of diplomas and degrees. The world has changed.


UCSI University architecture professor Prof Dr Mohd Tajuddin Mohd Rasdi

Address shortfall

Our National Education Philosophy is clear about producing holistic students in four aspects: intellectual, physical, emotional and spiritual. But how well we are implementing this in classrooms is something we need to address. The MoE needs to engage regularly with stakeholders.

We have to prioritise our initiatives. For example, we are not spending enough on providing professional development opportunities for teachers, even though it was recognised in the MEB.


University of Cyberjaya and Infrastructure University Kuala Lumpur adjunct professor Prof Datuk Dr Rajendran Nagappan

Replicate trust school model

The Trust Schools Programme, launched by Yayasan Amir and the MoE in 2010, came up with a model to transform teacher pedagogy skills underpinned by cultural change. It entails the schools shifting from a teacher-centric to a student-centric approach, and from teaching to the test to creating a positive learning environment that unleashes the potential of each student.

We have 94 trust schools across Malaysia, involving at least 10,000 teachers and benefiting more than 200,000 students. The MoE has the intention to replicate the model but hasn’t caught up yet.


- LeapEd Services chair Shahnaz Al-Sadat Abdul Mohsein



TO improve performance in mathematics and science, educators and learning materials need to transmit excitement of the subjects to students.

Referring to the Trends in International Mathematics and Science Study (TIMMS) 2019, International Association for the Evaluation of Educational Achievement (IEA) executive director Dr Dirk Hastedt said students who liked the subjects scored significantly higher than those who didn’t.

In fact, the over 100-score point difference translated to more than a year of learning.

“It’s very important that students like learning these subjects,” he stressed, adding that learning materials should be designed to engage both boys and girls to narrow the gender gap seen in TIMMS 2019, where girls outperformed boys in many countries, including Malaysia.

Hastedt also said students’ self-confidence in mathematics and science strongly correlates with their achievement, with more than a year of learning separating those with confidence from those without in the same study.

“What we can see from our data is that learning materials need to be targeted and supported by positive attitude to these subjects.

“We need students with a ‘can do’ attitude,” he asserted.

He added that it is important to have prerequisites such as language mastery.

“From our Progress in International Reading Literacy Study (PIRLS), we can see an increasing percentage of boys struggling with language.

“If you don’t have language capacity, it’s more difficult to learn mathematics and science,” he said.

Other strategies Hastedt recommended for improving student performance include incorporating software tools in learning and providing support for underprivileged students.

“Some students may understand better when using learning software managed by teachers. This enables more individualised learning,” he said.

However, he emphasised that this requires not only the availability of computers but also the presence of software administrators and technical support in schools – more importantly, teachers trained in using digital devices efficiently in teaching.

He also said digitalised instruction requires more than just transferring paper materials into a digital format.

“New digital materials that are engaging and helpful need to be developed. It requires a support structure and teachers need to be trained to use the software and help students learn in a digital environment,” he said.

Hastedt added that it’s important to move international assessments to the same digital format used in teaching and learning.

Cognisant of the need to keep up with the times, the IEA, which conducts TIMMS, introduced its fully digitised version, eTIMMS, in its 2023 cycle, he shared.

“We have to recognise that students today engage with the digital world through digital media and mobile phones. They find this more engaging than traditional methods. We have to keep up with the interest,” he said.

Hastedt, however, cautioned that digitalisation could exacerbate gaps in learning.

Citing a study on digital competencies, he said the gaps between different socioeconomic groups are huge – “larger than for reading, mathematics and science”.

“Digital competencies are not always well covered in countries’ curricula, and teachers sometimes don’t teach these competencies,’ he said.

A focus, he emphasised, is needed on the most vulnerable student groups as early as possible, starting from kindergarten or the early grades.

Citing a TIMMS study that highlights a difference of more than one year of learning between students from disadvantaged and affluent backgrounds, he noted that in Malaysia and many other countries, students with challenging socioeconomic backgrounds struggle more often with mathematics and science achievements.

“A focus on supporting students from lower social economic background would not only benefit these students, but also enhance the overall achievement of all students due to the positive peer effect.

“And if teachers can concentrate on all students because of a good level of knowledge, that benefits all students in the country,” he concluded.

Related posts:

Malaysian education heavily politicised, Quality & English standard not up to par!





Saturday, February 27, 2016

English not only language of science and mathematics

The Malaysian Education Ministry should review the way English is taught and find ways and means to improve it, rather than rehashing the failed PPSMI in the guise of the DLP


SINCE my name was mentioned in the letter “A common medium” (The Star, Feb 18) by Datin Noor Azimah on the Dual Language Programme (DLP), I would like to respond to some of the issues raised by her on why we should continue the DLP.

First of all, I beg to differ with Noor Azimah’s notion that English is the only language of science. All her arguments about the dominance of English in scientific communications merely show that English has become the de facto communication language of science but not the only language in which established science could be taught and new science could be discovered.

Major scientific discoveries of the 20th century such as the Relativity Theory of Einstein that has enhanced our understanding of the huge expanse of space in the universe and the Quantum Theory of Heisenberg and Bohr that let us understand properties of the very tiny nanoscale structures and of atoms, were discovered in German, the language of the discoverers and not in English.

Both theories underlie almost all subsequent scientific discoveries including the very recent discovery of gravitational waves by LIGO that vindicated Einstein’s Relativity.

According to the Princeton historian of science, Prof Michael Godin in his new book, Scientific Babel, English became the dominant language of scientific communication only recently, in the last 60 years, at the expense of the previous triumvirate of scientific communication languages, English, French and German.

The Anglicization of scientific communication started much earlier by the boycott of German scientists by Western European and American scientists who published in French and English in between the World Wars. German science was further decimated by the defeat in the Second World War and many German scientists were brought over to work for America and to use English in their work.

The dominance of the United Kingdom and American publishers in scientific publications after the War squeezed out French as a scientific communication language and literally forced the English language down the throat of the scientific community, who otherwise would have continued to publish in either German, French or English as was the practice before the War. As a world-ranked scientist at the top of my own field as attested by Thomson Reuters’ World’s Most Influential Scientific Minds 2016, and as a professor in chemical engineering for 36 years at Universiti Kebangsaan Malaysia (UKM), I have taught many generations of Malaysian chemical engineers in Bahasa Melayu and have supervised successfully many MSc and PhD students, who used Bahasa Melayu in the practice of world class science in UKM’s labs and in the reporting of the scientific results in their thesis.

External examiners from other universities in Malaysia were amazed and surprised but enthusiastic that world class science could be done and reported in Bahasa Melayu very well. The students then rewrote their research results in English for publication in world renowned journals.

Hence, English does not contribute anything to the science but merely as translations or rewrites of it. Since the MSc and PhD students are among the brightest of the lot, they have no problem in communicating their scientific results in Bahasa Melayu or English at international conferences with confidence because their scientific works are world class.

Renowned scientists look for the science not the language in their presentations and papers because scientific talent is rare and far between whereas the language of communication can be easily learned on the job.

Their scientific education in Bahasa Melayu at UKM did not prevent many of my students from going on to become successful professional engineers in industry and excellent lecturers and world class scientists with many of them becoming professors and world leaders in their fields of research.

One of them in particular, Prof Dr Siti Kartom Kamarudin, a true blue alumnus of UKM who graduated from UKM with BEng, MSc and PhD all in Bahasa Melayu, is also sharing the same accolade with me as one of the World’s Most Influential Scientific Minds 2016.

The Malaysian PhD candidate at Glasgow University from the International Islamic University Malaysia, Hafizah Noor Isa who was involved in the seminal detection of gravitational waves recently, was taught science in Bahasa Melayu in primary and secondary school. Her Bahasa Melayu background does not impair her ability to do world class science at all.

I am sure this is also true for many science and mathematics teachers and professors all over the country, who have taught tens of thousands of students, science and mathematics in Bahasa Melayu before PPSMI, and whose students have become very successful in their chosen fields.

The fact that we have produced so many successful professors, engineers, medical doctors and scientists varying in age from 25 to 55 years old, who were taught science and mathematics in Bahasa Melayu before the PPSMI speaks volumes for itself. The logic that if only one is taught science and mathematics in English then one would be more successful in later life is a fallacy.

If this were to be true, then no Japanese, Korean and now Chinese technopreneurs would have succeeded as they apparently had with world-class brands without learning science and mathematics in English in their schools and universities.

Learning English through science and mathematics, I am sure every educator worth his salt agrees, is not the most appropriate way of learning a language. There is no evidence whatsoever that English proficiency is increased if English is used to teach science and mathematics.

On the other hand, there is abundant evidence to the contrary. The disastrous PISA and TIMMS results of 2012 where Malaysian students were behind other non-English speaking countries clearly demonstrated the failure of PPSMI because the Malaysian students who took the test were taught science and mathematics in English under the PPSMI (See more on related posts below).

Vietnamese students who were weaker in English fared a lot better than Malaysian students who were better in English. Why do we want to resurrect a programme that has clearly failed spectacularly? If the objective is to be proficient in English, then the right way to achieve it is to strengthen the teaching of the language by having better ways of teaching it in schools.

The Education Ministry should review the way English is taught and find ways and means to improve it, rather than rehashing the failed PPSMI in the guise of the DLP.

I think many people like Noor Azimah who wrote passionately about the DLP issue neglect to tell us or probably do not know the kind of science and mathematics learnt by our children in schools all over the world. Science and mathematics taught in schools are established scientific and mathematical knowledge that have been accepted by consensus of most scientists and mathematicians at that point of history. It should not be confused with new cutting-edge science and technology that a scientist and a professor like me has to deal with every day in my scientific work.

Established science and mathematics change very slowly because new scientific discoveries that would become established knowledge is rare and far between.

On the other hand, cutting-edge science changes rapidly as new theories are being postulated to explain newly discovered phenomena, which are accepted or discarded after undergoing rigorous scrutiny by the scientific community. There is no need for our children in schools to learn cutting-edge science because understanding it requires the scientific knowledge of a professor.

Not many people know that established science and mathematics have already been translated into Bahasa Melayu in numerous textbooks for primary and secondary schools as well as for universities published by Dewan Bahasa dan Pustaka (DBP) and the premier universities, Universiti Malaya, UKM, Universiti Sains Malaysia,Universiti Teknologi Malaysia and Universiti Putra Malaysia over the past 40 years.

All scientific terms in all fields are already available at the Persuratan Melayu web page of the DBP. Our children can easily gain scientific knowledge by reading them.

Even fewer know that the discovery of new cutting-edge science and mathematics in Bahasa Melayu is growing at the international level over the last few years with the indexing of bi-lingual Bahasa Melayu-English scientific journals such as Sains Malaysiana by major international scientific journal indexing services such as the ISI and SCOPUS! Now scientists from all over the world can access cutting-edge scientific knowledge in Bahasa Melayu.

The whole idea of learning science and mathematics in the mother tongue is not only simply about language patriotism as has been alleged by Noor Azimah elsewhere. The central issue lies deeper than mere patriotism. It is more about being able to create new scientific knowledge from a deeper understanding of science and mathematics, which can only be achieved by learning it in the mother tongue.

I am sure we are all familiar with the history of how both the great Islamic and the European civilisations first translated and then independently created scientific and mathematical knowledge of their own in their own languages.

No country in the world that is ahead in science and technology ever teaches its children science and technology in a foreign language.

By PROF DATUK IR DR WAN RAMLI WAN DAUD President

Former Founder Director & Principal Research Fellow Fuel Cell Institute, UKM

Prof of Chemical Engineering, UKM

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