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Singapore, Singapore
Dr John Yam Poh Nam, Ph.D. (University of South Australia), MBA (University of Strathclyde), B. Eng, Electrical (National University of Singapore) 任保南博士 南澳大利亚大学, 斯特拉思克莱德大学, 新加坡国立大学 Council Member of The Workers' Party, Served as Inspector of Police - Singapore Police Force (1981-83)

Saturday, October 23, 2010

Speaker's Corner Speech on Haze by Wilson Foo

22nd October 2010 (Friday)

Good morning, Singapore. I am here at Speaker's Corner this day to talk about a problem that surrounds Singapore, that envelops us and is right before our eyes, that leaves our throats dry and can even make our eyes tear.

You can see it for yourselves right now. The problem that we face this day is the haze. It may give our photographs a nice and fuzzy glow, but there is really nothing nice and fuzzy about it. Year after year, the people of South East Asia are subjected to this noxious smog that has deleterious effects on our health and casts a gloomy grey shadow over our cities.

Much of the haze, as we know, is caused by the practice of slash and burn agriculture. Primitive farmers continue to burn forests in order to increase the fertility of their land, heedless of the damaging health effects caused to the other peoples of the region. Before we ascribe ill will to these farmers, however, we may give them the benefit of the doubt - they may perhaps not have contemplated the consequences of their disagreeable actions. They have probably received limited education and a clear message has not been put to them that their form of agriculture brings the rest of us very much grief.

ASEAN, to its credit, has recognised that Transboundary Haze Pollution is a serious environmental concern. The ASEAN Agreement on Transboundary Haze Pollution was signed on 10 June 2002 in Kuala Lumpur, Malaysia. The treaty has been ratified by Brunei, Cambodia, Laos, Malaysia, Philippines, Thailand, Viet Nam, our very own Singapore, and even Myanmar. Conspicuously absent from the list is one of the founding members of ASEAN and one of its largest democracies. That nation, as you may have guessed, is Indonesia, of which Sumatra, the very place from which much of the haze is emanating from, is a part.

It is alarming that Indonesia has not ratified this treaty. Sumatra alone contains numerous hot spots, more than anywhere else in the region. According to HazeOnline, the ASEAN website dedicated to haze monitoring, fires in peat soils have been identified as a major contributor to transboundary haze pollution in the region, and Indonesia has about 70% of the region’s peatlands. Sumatra also has large numbers of slash and burn cultivators. The gains made by the efforts of the rest of ASEAN cannot possibly match the immense good that can be done by Indonesia by ratifying and implementing this treaty. In fact, Fitrian Ardiansyah, Director, Climate and Energy, World Wildlife Foundation (WWF) Indonesia, said in 2008, "Without Indonesia in favour of pushing this agenda at the regional level, there won't be any trans-boundary haze agreement."

Indonesia has mentioned that it will not ratify the treaty unless it includes agreements on illegal logging and fishing. With respect, the Indonesian stance of bartering its agreement on haze for the prevention of economic loss is untenable. The position taken by the Indonesian authorities is overly short term and fails to recognise that haze is an environmental problem like no other. In terms of the numbers of people it affects and its negative health effects, it may be orders of magnitude higher than some other environmental problems. The haze affects each and every one of us, including the population of Indonesia. Where the physical well being of people is being affected, concerns on economic loss should take a back seat.

Money can never give us back our health. The health effects of haze on healthy people include sneezing, running nose, eye irritation, dry throat and dry cough, which cause discomfort. However, the effects on persons with medical problems like asthma, chronic lung disease, chronic sinusitis and allergic skin conditions are more severe and they may even have to be sent to hospital. Money will also not buy us new forests and a new earth. The peatlands and forests destroyed by haze may be irreparably damaged and the huge amounts of carbon released into the air may exacerbate the problem of global warming. Forest fires, unmanaged, not only cause an increase in pollution, they destroy the very organisms that help to alleviate pollution, trees.

This day, I urge President Yudhoyono, the government and the legislature of Indonesia to take concrete steps to put an end to this scourge that plagues our region. The slash and burn cultivators have to be educated on the negative effects of haze pollution and told to cease and desist from their practices. They need to be taught other methods of farming that do not harm the environment by causing air pollution. Enforcement efforts should be stepped up and there should be more effort dedicated to the setting up of firefighting response teams. I urge Indonesia to expediently ratify the ASEAN Haze treaty, which will boost the progress of our entire region, including Indonesia.

I also hope that the people of Indonesia understand the plight that has been caused to us as a result of the haze, and hope that Indonesian civic society will take an interest in educating these slash and burn farmers on better and more sustainable agricultural practices. I understand that World Wildlife Foundation Indonesia has spoken out against the haze problem, and applaud their concern for Indonesia's environment. We appreciate every effort by the Indonesian people to reduce the problem of air pollution in the region.

Finally, I have a message for the slash and burn farmers. Please, have a heart, and understand that your actions have made many of us suffer and become sick. There are better ways to farm, like using fertilisers and better crop varieties. Please stop burning your forests and destroying your own environment. The smoke is bad for you too. Thank you. Sila berhenti membakar yang hutan-hutan. Terima Kasih.

Tuesday, October 12, 2010

Singapore MOE on the Right Track?

Our education system by Singapore MOE should be training our pupils how to think, not what to think, not about answering exams questions smartly but asking creative questions - this is the fundamental of all researches, inventions and discoveries.

The Calm Before The Storm: Is the Singapore Education System In Crisis?

If Singapore is likened to a well-oiled economic machinery, churning out manufactured goods and services to meet global demand; then her education system functions like a factory, producing and moulding bolts and cogs – the students – to fit into the system. Teaching-learning processes are coldly perceived as mere means to an end; while individuals in the respective institutions blindly pursue perfect grades and polished résumés for that coveted degree to land that dream job. Such a system and approach has worked in tandem with our socio-economic and political goals, producing professionals in the form of doctors, lawyers, public administrators; and workers in the form of managers, engineers et cetera. In essence, students emerge as productive units of labour – through our rigid and antiquated system – to feed the assortment of national needs.

But this is a different world. The dynamism of the global community – galvanised by the advent of globalisation and modernisation – not only means that Singaporeans are inundated with a greater plethora of expectations and challenges, but also reflects the fact that blind adherence to our pedantic education curriculum and pedagogies would prove to be largely detrimental. Graduates would continue to emerge as empty shells: over-achievers in academic or scholastic performances, but overwhelmingly defective in their innovative capabilities, and deficient in life-skills with misdirected moral compasses.

How Examinations Are Killing Our Children

The value of examinations lies largely in their standardisation; basically, the implementation of an individual test or assessment in a certain domain would give teachers and students a gauge of the latter’s comprehension of that subject-matter. However, our attitudes towards examinations, and the desires of parents and teachers to place disproportionate emphasis on the end-results have sadly reduced many students to mere information-blabbering, knowledge-regurgitating, result- and achievement- oriented book smarts. To them, the ten to twelve years of foundation education is seen as a protracted preparation or application process for their universities.

Teachers are subtle victims of these expectations. The repeated concerns over superficial test-based preparations pressure them to rush through the prescribed syllabus, often without genuine care over the contents and subjects. After all, why bother about the significance of individual topics when stakeholders are asking for rote-learning, imparting of examination techniques and test practice to obtain the ideal grades?

Besides grossly betraying the spirit of education, our insistence is also hurting and disadvantaging students who might not be academically-inclined. The truth is that the inflexibility of the subject combinations and platforms for true learning is stifling the creative minds of many of our young people. There are insufficient avenues for them to showcase their true talents, and conservative mindsets prevent them from exploring extra-curricular fields they might be more accustomed to. Unfortunately, their inaptitude is conveniently dismissed as laziness and stupidity, without accounting for their strengths.

An Education Dead-End?

If we cannot completely eliminate examinations and its associated ramifications, the Ministry of Education (MOE) should continue its endeavours to reduce the number of these assessments. Introducing the Integrated Programme (IP), doing away with year-end examinations for various primary one and two students in select institutions: these are commendable efforts, yet the administration has relished in its conservatism and staunchly refused to take greater steps. Having been the part of the pioneer batch that experienced IP in its entirety – despite the eventual fluster for the GCE ‘A’ Level Examinations – the absence of a major examination and the adoption of holistic and year-based assessment allowed for greater liberty in exploration of fields of interest.

To segregate content based on their subject demarcations closes many doors for the student, as the mentality is geared to examination preparation and questions. It neglects inter-disciplinary integrity and strays away from a broad-based curriculum. Geography and Science share many common perceptions towards global warming, helping individuals form more wholesome understandings in terms of the issue; yet many stray away from such partnerships for fear of overlaps and unjustified conflicts.

MOE needs to work more closely with educators to devise methodologies to reinforce to students the purpose of teaching-learning and the respective subjects. Instead of shoving information and facts crudely down the throats of students, give them the space to contemplate the significance of what they are studying in. Besides the obvious importance of mastering linguistics – and the obvious decline in bilingualism – students should weigh for themselves why the humanities are essential, why the sciences are vital. As this independence is accompanied by moderation from the teachers, parents and students would be able to make more informed decisions about what they should study, and how much emphasis they should place.

An International Phenomenon?

Sir Ken Robinson, an international advisor on education, contended in 2006 during his Technology Entertainment and Design (TED) presentation on the state of schools that institutions were increasingly educating students out of their creative faculties. He subsequently made reference to the Pablo Picasso quote that “Every child is an artist. The problem is how to remain an artist once we grow up”. Sir Robinson acknowledges multiple types of intelligences, and is calling for a much-needed rethink of the global education system; and how we teach our kids.

Rather than allowing it to be an excuse for us to continue our ways, it should serve as an impetus for us to keep ahead of the competition. We do not need book smarts sorely lacking in emotional and adversity quotients; worse still, supposed “scholars” who selfishly care for their personal well-being, stubbornly rejecting all forms of information that serve no fruitful purpose. Neither should we stigmatise individuals who might excel in other areas. It is not only high time to bring creativity back to the classroom, but also return to back-to-basics education; a system that teaches us how to think, not what to think.


- Kwan Jin Yao

Friday, October 8, 2010

别来春半 - 南唐李后主

别来春半,触目柔肠断。砌下落梅如雪乱,拂了一身还满。

雁来音信无凭,路遥归梦难成。离恨恰如春草,更行更远还生。

寻春须是先春早,看花莫待花枝老。缥色玉柔擎,醅浮盏面清。

何妨频笑粲,禁苑春归晚。同醉与闲平,诗随羯鼓成。

李煜 - 南唐李后主

Sunday, October 3, 2010

WP Walkabout - 2nd October

Another case of undergrad suicide - 23 year old medical student

A 23 year old medical student by the name of Zhu Jianwen committed suicide by jumping from a 24 story flat in Marine Parade, Lianhe Wanbao reported yesterday. Another student suicide reported on17th July 2010 22yo undergrad jumped from Whampoa HDB. This is the ninth case since 2010 started, 3 NTU, 3 NUS, 1 Temasek Poly, 1 Republic Poly!