The statistics indicate that we are not on the right track in grooming our students to compete well
LETTERS: As I have highlighted my views on the previous dismal outcomes of our standing in the Programme for International Student Assessment (PISA) conducted by the Organisation for
Economic Cooperation and Development (OECD) triennially, I would be as eager as other educationists to find out our latest global ranking.
Malaysia had made some improvement in last year’s assessment, but the average score of 431 achieved by our students in three subjects (reading, science and mathematics) was far below the OECD determined average score of 488 or 11.7 per cent below the norm.
In 2015, China was ranked 10th by OECD, while Singapore was the top performer based on the average score.
However, China surprised the world by surpasssing Singapore to become the top performer last year, achieving the highest scores in all three domains.
China achieved 591 for mathematics (600 is the maximum), 590 for science and 555 for reading, thus achieving an average score of 579 or 18.7 per cent above the OECD determined average score of 488.
PISA is an effective measurement of how efficient an education system helps students to achieve better learning outcomes.
However, it is also a measurement of how efficient an education system could equip students with the right abilities to face the Fourth Industrial Revolution (IR 4.0).
With an average score of 431, Malaysia is in a weak position to face the revolution efficiently.
The quality of our education system has been on the decline since three decades ago, as can be deduced from the high youth unemployment rate.
Our unemployment rate has been hovering around 3.3 per cent or 510,000 people, for the past few years.
The quality of our education system has been on the decline since three decades ago, as can be deduced from the high youth unemployment rate.
Our unemployment rate has been hovering around 3.3 per cent or 510,000 people, for the past few years.
The graduate unemployment rate was 9.6 per cent, or 204,000 people, at the end of last year.
The statistics indicate that we are not on the right track in grooming our students to compete well.
One of the problems encountered by our graduates is their weak command of English.
There is a correlation between graduates’ command of English and their employability in the private sector.
As IR4.0 embodies digitalisation, graduates are expected to equip themselves with a stronger command of English to face this revolution.
Foreseeing the importance to improve the standard of English among its students, Sarawak has courageously decided to reimplement the teaching of science and mathematics in English (PPSMI) for Year 1 pupils in 1,026 primary schools beginning next year.
Unfortunately, there is no indication that other stateswill follow Sarawak’s footsteps to back PPSMI.
Parents who can afford it will send their kids to international schools to expose them to a quality education with an emphasis on learning proper English.
When will the poor be given equal opportunity in acquiring quality education?
In 2016, my daughter had to undergo an English proficiency test as required by her employer in the United States before she was offered the job.
This year, she was required by the Immigration Department of Australia to undergo another English proficiency test before her work visa was approved a few months ago.
My daughter possesses a British professional qualification, yet she was required to prove her English proficiency before she could venture outside the country.
PATRICK TEH
Ipoh, Perak
NEW STRAITS TIMES ONLINE
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