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This article provides an analysis of two colonial reports, the Barnes and the Fenn-Wu Reports on education in the British colony of Malaya. The popular stance on the Barnes and the Fenn-Wu Reports is that one is an effect or reply to the other. We argue on the contrary that the two reports construct a common argument on nation-building which becomes apparent through a dialogic reading of the reports. We show how the two reports, written in the 1950s, reflect the anxiety of the colonial rulers in constructing a nation and the ethnic communities (the Malays and the Chinese) in pre-independent Malaya. These communities were constructed not without their inherent antagonism as well as their reciprocal vulnerabilities in a future political state. This act of articulation is predominantly a political act constructed through a complex web of interdiscursivity and intertextuality. The spectres of the Barnes and the Fenn-Wu Reports continue to surface in education and nation-building discourse in modern-day Malaysia. 相似文献
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Brenda L. Killingsworth Mahmud A. Mansaray Len Rhodes 《Perspectives: Policy and Practice in Higher Education》2018,22(4):124-133
Graduation efficiency is of top concern for institutions of higher education throughout the world. Increasingly, accountability metrics have come under scrutiny as policymakers seek to ensure public resources are efficiently used. Traditionally, higher education policymakers in the USA and Europe have used graduation rate as an accountability measure to assess a university’s efficient use of resources. This time-to-degree method, however, does not take into account the shift in student demographics from a traditional full-time student to the diverse group of students pursuing higher education through varied paths, including balancing work with reduced course loads, studying abroad, completing internships, among others. These changes suggest additional accountability measures are needed to accurately capture student progress as it relates to resource utilisation. This research adapts the Graduation Efficiency Index proposed by Gillmore and Hoffman (1997) to a cohort-based model to allow for evaluating retention policies implemented by cohorts to improve student progress. 相似文献
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This research note outlines a project designed to investigate the role of training institutions in providing effective training and development programmes for managers. The investigation is being carried out in the light of recent criticisms levelled against the nature of formal learning environments prevalent in most institutional settings. The traditional role of trainers and developers as the providers of knowledge and skills for the development of competent managers runs contrary to recent findings, which suggest that managers learn more effectively in informal settings, rather than the formal settings evident in many development programmes. The idea that explicitly extracted competencies are the target every manager should aim for to improve their effectiveness is also challenged because competencies alone are no longer regarded as a sufficient criterion for success. Recent research has attached greater importance to the need to help managers see knowledge as a social phenomenon, and one factor that might distinguish successful managers from others is tacit knowledge. A major focus of this study is to explore the possibility that the level and content of tacit knowledge acquired by managers may be influenced by their individual learning styles, and the degree to which their dominant styles are matched with the context of their work environment. 相似文献
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Amla Salleh Syed Mohamad Syed Abdullah Zuria Mahmud Simin Ghavifekr Noriah Ishak 《Asia Pacific Education Review》2013,14(2):209-219
A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students’ career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and control groups. The test was carried out on eight schools in the state of Kedah in Malaysia. Eight school counselors were trained to facilitate the assignment to the experimental groups and to collect data. A total number of 335 students with low academic achievement participated in this study. This number included male (43.6 %) and female (56.4 %) students who were aged 15–16 and a half. Modes of measurement used consisted of a career planning inventory (measuring career planning skills), an academic learning motivation scale (measuring attitude toward academic learning), and an academic study skills test (measuring academic study competencies). Analysis was performed using t-tests and the multivariate analysis of variance to examine the differences in the mean scores. The results show that the sample’s career academic score improved significantly from the pre-test to the post-test. A simple regression analysis was also performed to see the effect of the intervention program on the three dependent variables, which revealed that the career intervention program has positive and significant effects on the three variables. However, further studies on the career program for academically challenged students are highly recommended to support the present study. 相似文献
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Yevgen Borodin Valentin Polishchuk Jalal Mahmud I.V. Ramakrishnan Amanda Stent 《Information processing & management》2013
We present a Life-Long Learning from Mistakes (3LM) algorithm for document classification, which could be used in various scenarios such as spam filtering, blog classification, and web resource categorization. We extend the ideas of online clustering and batch-mode centroid-based classification to online learning with negative feedback. The 3LM is a competitive learning algorithm, which avoids over-smoothing, characteristic of the centroid-based classifiers, by using a different class representative, which we call clusterhead. The clusterheads competing for vector-space dominance are drawn toward misclassified documents, eventually bringing the model to a “balanced state” for a fixed distribution of documents. Subsequently, the clusterheads oscillate between the misclassified documents, heuristically minimizing the rate of misclassifications, an NP-complete problem. Further, the 3LM algorithm prevents over-fitting by “leashing” the clusterheads to their respective centroids. A clusterhead provably converges if its class can be separated by a hyper-plane from all other classes. Lifelong learning with fixed learning rate allows 3LM to adapt to possibly changing distribution of the data and continually learn and unlearn document classes. We report on our experiments, which demonstrate high accuracy of document classification on Reuters21578, OHSUMED, and TREC07p-spam datasets. The 3LM algorithm did not show over-fitting, while consistently outperforming centroid-based, Naïve Bayes, C4.5, AdaBoost, kNN, and SVM whose accuracy had been reported on the same three corpora. 相似文献
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Moses Samuel Mahmud Hasan Khan Lee Luan Ng Kin Wai Cheang 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):206-218
In postcolonial multilingual societies, matters of education are deeply rooted in the discourse of ethnicity. In Malaysia, the interface between ethnicity and education is reflected in recent debates on the choice of medium of instruction (MOI). In 2002, the Malaysian government introduced English as MOI by replacing Malay, the national language, for teaching mathematics and science, at the school level. However, in 2009, the policy was reversed to Malay. This policy initiative has been actively contested in the Malaysian media. Through an analysis of news reports on the controversy published by the Malaysian Chinese newspaper, Nanyang Siang Pao, this paper aims to illustrate how a sizeable ethnic minority is able to position itself vis-à-vis a national policy. To explain the ethno-political construction of MOI debates in the newspaper, we use two concepts, namely, ‘plurality of struggles’ (Laclau, 2006a, 2006b; Laclau & Mouffe, 1985) and ‘transmission of the speech of others’ (Bakhtin, 1981). These notions are contextualized in the macro-context of a multi-ethnic polity in which Chinese society, Chinese press and Chinese education are seen to co-construct community interests. 相似文献
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Stefanie Pillai Mahmud H. Khan Ida Syahirah Ibrahim Sharmane Raphael 《Higher Education》2012,63(2):187-204
This study discusses the industrial training programme at the University of Malaya in Malaysia, specifically the issues that
need to be addressed in order to enhance the employability skills of graduates. Findings from the feedback obtained from trainees
and organizations in the 2008/2009 academic session were examined in terms of the extent to which trainees felt they were
prepared for their training, and the extent to which the tasks given to them during their training were appropriate. Further,
trainees’ self-rating of particular skills and industry’s rating of the trainees were also examined. The feedback is discussed
in the context of the need to equip graduates with employability skills, an issue facing Higher Education Providers worldwide.
The findings indicate that most of the students were prepared to face the world of work. However, there were several issues
which needed attention. These included the need to address the possible mismatch between the tasks assigned to trainees and
their areas of study, and the need to enhance English language competency and particular soft skills throughout their degree
programme. Continuous input from industry is also necessary to ensure that the training benefits all parties and contributes
to the employability skills of trainees. 相似文献