Malaysia apparently has the best English language speakers in Asia, beating out Singapore, India, Sri Lanka, Taiwan, China and Kazakhstan - according to a Singapore-based English Language school.
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Study: Malaysia has best English language speakers in Asia - Nation | The Star Online - 0 views
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The school, Education First, which released the findings of their English Proficiency Index on their website Wednesday, ranked Malaysia as having the highest level of English proficiency out of 13 countries in Asia.
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On the global scale, Malaysia was ranked 11th out of 60 countries, with four of the top five slots going to Scandinavian countries, with Sweden and Norway taking the top two spots and Malaysia outperforming Singapore, Belgium, Germany, Latvia and Switzerland - countries which took the 12th, 13th, 14th, 15th and 16th spots respectively.
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X Close"China has also improved, although less dramatically. Japan and South Korea, despite enormous private investment, have declined slightly.Across the board, English language skills are improving in the BRIC countries (Brazil, Russia, India, and China). "This year, India and Russia have moved ahead of China, and Brazil is closing in fast," said Education First.The school went on to say that their Index found the Middle East and North Africa to be the regions with the weakest English proficiency.On the mechanics of the Index, the school said the Index calculated a country's average adult English skill level using data from two Education First tests.The second is a 70-question online placement test used by EF during the enrolment process before students start an English course. Both include grammar, vocabulary, reading, and listening sectionsThe open online test is a 30-question adaptive exam, so each test-taker’s questions are adjusted in difficulty according to his or her previous correct and incorrect answers
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The Economist Insights - Expert Analysis and Events | Starting Well - 1 views
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Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
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also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
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From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time. Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
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preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
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especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
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the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
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As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
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Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
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Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
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In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
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also a major force in helping overcome issues relating to child poverty and educational disadvantage
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not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
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Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
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For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
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increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
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Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
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Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
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Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
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Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
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I Learned to Speak Four Languages in a Few Years: Here's How - 0 views
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Lifehacker reader Gabriel Wyner was tasked with learning four languages in the past few years for his career as an opera singer, and in the process landed on "a pretty damn good method for language learning that you can do in limited amounts of spare time." Here's the four-step method that you can use, too (and you don't have to invest hundreds in a language course like Rosetta Stone).
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Please consider supporting Autistic people via organizations other than Autis... - 0 views
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an organization that has no Autistic representation, and puts the majority of their monies into research initiatives that involve both eugenics and drastic and controversial therapies.
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Autism Speaks has a history of supporting dangerous fringe movements that threaten the lives and safety of both the autism community and the general public.
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Autism Speaks systematically excludes autistic adults from its board of directors, leadership team and other positions of senior leadership. This exclusion has been the subject of numerous discussions with and eventually protests against Autism Speaks, yet the organization persists in its refusal to allow those it purports to serve into positions of meaningful authority within its ranks.
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Autism Speaks has promoted the Judge Rotenberg Center, a Massachusetts facility underDepartment of Justice and FDA investigation for the use of painful electric shock against its students. The Judge Rotenberg Center’s methods have been deemed torture by the United Nations Special Rapporteur on Torture (p. 84) and are currently the subject of efforts by the Massachusetts state government and disability rights advocates to shut the facility down. Despite this, Autism Speaks has allowed the Judge Rotenberg Center to recruit new admissions from families seeking resources at their fundraising walks.”(source)
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Autism Speaks’ fundraising efforts pull money away from local communities, returning very little funds for the critical investments in services and supports needed by autistic people and our families.
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local communities have complained that at a time when state budget cutbacks are making investment in local disability services all the more critical, Autism Speaks fundraisers take money away from needed services in their community. In addition, while the majority of Autism Speaks’ funding goes towards research dollars, few of those dollars have gone to the areas of most concern to autistic people and our families–services and supports, particularly for autistics reaching adulthood and aging out of the school system
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Autism Speaks’ advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society.
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Role of Cryptocurrency and Blockchain in Changing Entrepreneurship - 0 views
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Malaysia has highest level of English proficiency in Asia - Latest - New Straits Times - 0 views
www.nst.com.my/...h-proficiency-in-asia-1.393697
kivedwc english education language language learning fluency malaysia singapore asia
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climbed two notches higher to 11th place from 13th position last year in the EF English Proficiency Index which saw over 60 countries being surveyed.
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Malaysia, which was placed in the ‘High Proficiency’ category, had overtaken Singapore who fell behind to 12th position in the world ranking. Malaysia scored 58.99 points in the survey while neighbouring Singapore received a 58.92 score.
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The analysis of evolving English proficiency over a six-year period (2007 to 2012 inclusive) uses test data from nearly five million adults. EF Academic Affairs and Research Network head Dr. Christopher McCormick said: “Comparison of countries with their neighbours, trading partners, and rivals provides a fascinating study in divergent national priorities and educational policies worldwide,”
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some Asian countries, such as Indonesia and Vietnam, have transformed their English proficiency over the six-year period.
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“China has also improved, although less dramatically. Japan and South Korea, despite enormous private investments, have declined slightly,” the statement said.
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English language skills were improving in Brazil, Russia, India, and China. “This year, India and Russia have moved ahead of China, and Brazil is closing in fast.
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“While the rest of Europe is already proficient in English or steadily working towards that goal, France is on an entirely different trajectory.” However, the EF found that the Middle East and North Africa were the weakest regions in English.
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EF ENGLISH PROFICIENCY INDEX - THIRD EDITION | EF United Kingdom - 0 views
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Some Asian countries, in particular Indonesia and Vietnam, have transformed their English proficiency over the six-year period. China has also improved, although less dramatically. Japan and South Korea, despite enormous private investment, have declined slightly.
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Archives | The Star Online. - 0 views
www.thestar.com.my/story.aspx
employment malaysians employability malaysia malaysian education english language education language learning economy malaysian linguistic capital employee asset
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It does not matter if you are top of your class or have a string of degrees, that dream job will not be yours unless you can speak and write well in English.
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68% of the companies surveyed named communication skills as the top quality required in job applicants, followed by working experience (67%), interpersonal skills (56.2%) and passion and commitment (55.7%).
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MEF executive director Shamsuddin Bardan said globalisation had changed the nature of jobs, making communication skills, specifically in English, a valuable asset for today's worker.
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He added that this was an essential criterion even for professions traditionally seen as “backroom” staff such as engineers, technical personnel and scientists. “It is especially so for those working in multinationals and bigger firms,” he said. “Today, our clients are worldwide. In factories, for instance, engineers are a different breed from the past,” said Shamsuddin. “Now, they have to be involved in various aspects of business and interact with clients.”
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Federation of Malaysian Manufacturers President Tan Sri Mustafa Mansur said the young ones who could not communicate in English were unable to negotiate the best deals in business transactions or investments. “We need to send people out to market our products, negotiate deals or get contracts signed. If they cannot communicate well in English, we will lose out,” he said.
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Shamsuddin expressed concern that many local graduates today could not speak or write proper English, saying this was a reason why they faced difficulties getting jobs in the private sector.
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Norman said it was important to master English as it was widely used among the business community, both in Malaysia and internationally.
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Various industry and business leaders also warned that the decline in English was affecting Malaysia's global competitiveness.
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Kelly Services (M) Sdn Bhd managing director Melissa Norman concurred, noting that six in 10 graduates who attended its interviews could not communicate effectively in English.
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Pemudah co-chair Tan Sri Yong Poh Kon pointed out that, contrary to popular belief, it was important for civil servants to have a good command of English due to a growing borderless world. “The standard of English also affects the quality of the public sector as civil servants have to interact with international citizens and the business world as well as articulate Malaysia's stand on issues to the international community. These include negotiations on important agreements such as trade agreements.”
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Noting that the quality of English in the country had declined over the last two decades, former Human Resource Minister Tan Sri Fong Chan Onn warned that the country would lose out to its neighbours that did not teach English in schools previously. “Thailand, Indonesia and China are making efforts to improve their English through their education system,” he noted.
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"Feedback from local and international employers shows that verbal and written communication skills in English remain the most sought-after attribute in prospective employees. According to a recent Malaysian Employers Federation (MEF) survey, it is the most important trait employers look for when recruiting graduates."
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Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views
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Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
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The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
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They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
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the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
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The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
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Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
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Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
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share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
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changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
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As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
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According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
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Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
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Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
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principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
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Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
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Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
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Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
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longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
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a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
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As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
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Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
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Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
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Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
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In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
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2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
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independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
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Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
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the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
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the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
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many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
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the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
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Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
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Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
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may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
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Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
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The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
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The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
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Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
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Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
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pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
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In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
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A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
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"ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
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they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
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The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
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Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
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A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
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Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
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In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
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Problems of Development Today | Globalization101 - 0 views
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the problems facing developing countries revolve around what are generally called “structural constraints” to development
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a modern economy cannot function without a division and diversification of labor. Thus, countries with small populations may have trouble developing and gaining access to markets, while landlocked countries may struggle to integrate with global markets and expand their economies.
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Other common constraints on development are high economic poverty, hunger, high mortality rates, unsafe water supplies, poor education systems, corrupt governments, war, and poor sanitation. These factors all combine to create what the World Bank calls “poverty traps”—cycles that must be broken for countries to develop
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geographic advantages do not always result in sound development in cases when governments squander valuable natural resources. The World Bank, therefore, recommends that countries focus on six areas of policy to improve chances of development: Investment in education and health Increasing productivity of small farms Improving infrastructure (for example, roads) Developing an industrial policy to promote manufacturing Promoting democracy and human rights Ensuring environmental protection
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Chronic Diseases and the Developing World | Globalization101 - 0 views
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Deaths and disabilities from chronic disease are indeed preventable with the right, timely investments. Funded initiatives and government policy can play a vital role in reducing obesity, inactivity and tobacco-use, but they are not enough. When the governments of the United Kingdom forced schools to offer healthier foods in the cafeteria, many students still opted to bring their own lunch instead.23 The decision to change lifestyle choices and habits cannot be imposed on a population. Until people are convinced of the need to live in a more health fashion, chronic diseases will continue to plague developing and developed societies alike.
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Center on International Education Benchmarking » Finland: Education For All - 0 views
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Finland invests much time and effort to insure that all students have the supports they need to succeed in school. This is quite clear in the instructional supports provided to large numbers of school children by special needs teachers found in schools across the country
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In 2010, 23.3% of comprehensive school students in Finland received extra instruction from a Special Needs Education Teacher in school in the subjects in which the student needed help
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By establishing a comprehensive school for grades 1-9 with rigorous standards, improving teacher quality and making school funding based solely on student numbers, Finland has been able to almost completely eliminate what was once a huge disparity.
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Special education teachers, are important in the process of diagnosis and intervention, but it is not up to them alone to identify students. Each school has a group of staff that meets twice a month in order to assess the success of individual classrooms and potential concerns within classrooms. This group, which is comprised of the principal, the school nurse, the special education teacher, the school psychologist, a social worker and the classrooms’ teachers, determines whether problems exist, as well as how to rectify them. If students are considered to need help beyond what the school can provide, the school helps the family find professional intervention.
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Those students classified as having more intensive learning difficulties, including severely delayed development, severe handicaps, autism, dysphasia, and visual or hearing impairment (1.2% of the school population in 2010) were educated in a special education school.
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The country with the second-lowest rate of variance, Canada, still had a rate more than double that of Finland.
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Finland has also been successful in uncoupling socioeconomic status from academic success or failure: there is only about a 6.8% variance based on students’ socioeconomic backgrounds, and a 23.2% variance based on a school’s socioeconomic background.
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shared by izz aty on 30 Oct 14
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BBC News - No siblings: A side-effect of China's one-child policy - 0 views
www.bbc.co.uk/...magazine-25035280
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Chinese families used to have an average of four children each, but life changed radically in 1979, when a law was introduced dictating that most parents could only have one child. Last week, we learned that the policy will now be relaxed, after being enforced across the world's most populous country for more than a generation.
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"On the township roads, there are slogans written on flamboyant red banners, telling people to have fewer children and raise more pigs,"
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"Most of my audiences don't realise they have a special identity," he explains, noting that many parents even stopped questioning why they couldn't have more than one child and forgot that things had ever been different.
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In 1979, when the policy was first unveiled, the new rules were a major adjustment for those accustomed to large families. But children growing up under the policy were unaware of this. And in the early years, the parents of most new single children came from large families - so instead of siblings the children were able to forge close relationships with cousins.
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"Every family suddenly had a huge amount of discretionary income to invest in education and also in consumption," Fong explains. The resources that had been spread among several children in past generations were now focused on one child.
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If my parents had had other children, they would have paid less attention to me, in which case I might have spent more time and energy doing things that interest me. Chinese parents of my parents' generation like to plan life for their children," she explains.
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as a single child, I have the responsibility to look after my parents. I couldn't leave my city. I need to be with them. This is something I cannot change."
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"As an only child, I have my parents' love all to myself," she says firmly. "I don't want to share my parents with others."
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a number of studies - including many conducted by Chinese researchers - have failed to turn up any nasty personality traits among those who grew up in China's one-child families. There's no real evidence that China's singletons are any different than other children, they argue.
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University of Melbourne economist Nisvan Erkal. "What we found was that people born after the policy, and who are single children because of the policy are significantly less trusting, less trustworthy, more risk averse and less competitive," he says. "From the surveys, we find they are also more pessimistic and less conscientious."
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An increasing tendency for people to move home for the sake of a job also makes it more likely single children will grow up without close ties to their grandparents, or even childhood friends, notes the sociologist, Vanessa Fong.
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Ge and her husband qualify for a second child. However, she knocks down that idea with a quick wave of her hand. A second child would be too expensive, she explains, if she wants to be able to afford a good lifestyle.
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"It is not that we don't want to raise more children, it is that we cannot create that many opportunities for them. If I cannot create that much opportunity for my children, I think that my children will feel lost in competition against other children," she says.
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