Why? Because lack of education…

19 09 2012


Source : Future Fast Foward

Why Are Muslims So Backward And Powerless? – By Dr Farrukh Saleem (17/9/12) PDF Print E-mail
Dr Farrukh Saleem
Sunday, 16 September 2012 21:10

The writer is the Pakistani Executive Director of the Centre for Research and Security Studies, a think tank established in 2007 and an Islamabad-based freelance  columnist.

We Muslims must wonder why is it that only Muslim States like Iraq, Afghanistan and Libya are being attacked by the Christian West.

Why do we get pushed around by them with the former President of the US George Bush calling it a crusade?

Why is it that Muslim States often depend on the West for survival, even Saudi Arabia, the epi-centre for Islamic fundamentalism (i.e. Wahabism) is dependent on American largesse for their survival?

While they preach Wahhabi Islam all over the world, they allow American bases within a few hundred kilometres from the Holiest Shrines of Islam.

There are an estimated 1,476,233,470 Muslims on the face of the planet:  one billion in Asia, 400 million in Africa, 44 million in Europe and six million in the Americas.

Every fifth human being is a Muslim.

For every single Hindu there are two Muslims,
For every Buddhist there are two Muslims and

For every Jew there are one hundred Muslims.

Ever wondered why Muslims are so powerless?

Here is why: There are 57 member-countries of the Organisation of Islamic Conference (OIC), and all of them put together have around 500 universities; one university for every three million Muslims.

The United States has 5,758 universities and India has 8,407.

In 2004, Shanghai Jiao Tong University compiled an ‘Academic Ranking of World Universities’ and intriguingly, not one university from Muslim-majority states was in the top-500.

As per data collected by the UNDP, literacy in the Christian world stands at nearly 90 per cent and 15 Christian-majority states have a literacy rate of 100 per cent.

A Muslim-majority state, as a sharp contrast, has an average literacy rate of around 40 per cent and there is no Muslim-majority state with a literacy rate of 100 per cent.

Some 98 per cent of the ‘literates’ in the Christian world had completed primary school, while less than 50 per cent of the ‘literates’ in the Muslim world did the same.

Around 40 per cent of the ‘literates’ in the Christian world attended university while no more than two per cent of the ‘literates’ in the Muslim world did the same.

Muslim-majority countries have 230 scientists per one million Muslims.

The US has 4,000 scientists per million and Japan has 5,000 per million.

In the entire Arab world, the total number of full-time  researchers is 35,000 and there are only 50 technicians per one million Arabs. (in the Christian world there are up to 1,000 technicians per one million).

Furthermore, the Muslim world spends 0.2 per cent of its GDP on research and development, while the Christian world spends around five per cent of its GDP.

Conclusion: The Muslim  world lacks the capacity to produce knowledge!

Daily newspapers per 1,000 people and number of book titles per million are two indicators of whether knowledge is being diffused in a society.

In Pakistan, there are 23 daily newspapers per 1,000 Pakistanis while the same ratio in Singapore is 360. In the UK, the number of book titles per million stands at 2,000 while the same in Egypt is 20.

Conclusion: The Muslim world is failing to diffuse knowledge.

Exports of high technology products as a percentage of total exports are an important indicator of knowledge application.

Pakistan’s export of high technology products as a percentage of total exports stands at one per cent.

The same for Saudi Arabia is 0.3 per cent; Kuwait, Morocco, and Algeria are all at 0.3 per cent, while Singapore is at 58 per cent.

Conclusion: The Muslim world is failing to apply knowledge.

Why are Muslims powerless?

…..Because we aren’t producing knowledge,

…..Because we aren’t diffusing knowledge,

…..Because we aren’t applying knowledge.

And, the future belongs to knowledge-based societies.

Interestingly, the combined annual GDP of 57 OIC-countries is under $2 trillion.

America, just by herself, produces goods and services worth $12 trillion; China $8 trillion, Japan $3.8 trillion and Germany $2.4 trillion (purchasing power parity basis).

Oil rich Saudi Arabia, UAE, Kuwait and Qatar collectively produce goods and services (mostly oil) worth $500  billion; Spain alone produces goods and services worth over $1 trillion, Catholic Poland $489 billion and Buddhist Thailand $545 billion.

Muslim GDP as a percentage of world’s GDP is fast declining.

So, why are Muslims so powerless?

*Answer:  Lack of education.

All we do is shout Allah the whole day and blame everyone else for our multiple failures!




15 09 2012




New education blueprint unveiled

The six attributes, which will be incorporated into the 11 shift initiatives for the education transformation plan

Prime Minister Dato’ Seri Mohd Najib Tun Razak promised that one of the initiatives in his ‘transformation’ agenda is to revamp and re-engineer the education system. The aspirations of the Malaysia education still pertaining to access, quality, equity, efficiency and unity. Six new attributes would be the basis of this 11 shits in the education system, in the initiative to make it a more solid plan to develop future Malaysians.

11 September 2012 | last updated at 12:31PM

New education blueprint goes beyond politics

By V. Shuman 0 comments

KUALA LUMPUR : The new education blueprint is not partisan in nature and extends beyond politics, said Prime Minister Datuk Seri Najib Razak today.

Pupils at SJK (C) Yih Min, Simpang Empat in Alor Setar doing last minute revisions before they enter the exam hall to sit for the UPSR examination. NSTP/ Lim Poh Chin

1 / 1
“The plan, which in my opinion is futuristic, bold, transparent,  comprehensive and democratic in nature, is made to make every Malaysian child to realise his God’s given talent.
“I say democratic because the plan was lined up following input from various parties of interest including individuals, NGOs and education bodies,” said Najib after launching the blueprint at the Kuala Lumpur Convention Centre Plenary Hall here today.
The plan is an early draft, which is expected to be produced in the Cabinet and passed this coming December.
The Education Ministry will for the next three months, hold “open houses” to enable the public to observe the plan and get clarifications regarding any queries they may have.
“The end result will be a plan that fulfills the people’s dreams and aspirations” added Najib.

The five pillars of Malaysian education system

Prime Minister Najib that the nation needed a creative and innovative solution for education that would require participation and sacrifices from all segments of society. The thrusts of the new economy is knowledge, innovation, technology and infused with creativity.

The eleven shifts outlined are:

Prime Minister Najib also made specific comments about the necessary role of English, to propel Malaysians forward without at the expense of Bahasa Kebangsaan.

English not a zero-sum game says Najib

By Lee Wei Lian
September 11, 2012

KUALA LUMPUR, Sept 11 — Mastering English does not mean that the national language will lose out said Prime Minister Datuk Seri Najib Razak today.

This comes after bilingualism was endorsed in the new national education masterplan launched today that will run from 2013-2025.

The prime minister said that a command of the English language was a valuable asset and it needed to be taught using English literature.

“If we can’t start with Shakespeare, start with Enid Blyton, then move on to Shakespeare light and finally Shakespeare,” said Najib.

He added that Malaysians if possible should even learn three languages.

“I encouraged my son to learn Mandarin,” he said. “This is because we want a competitive edge.”


“Education policy shouldn’t be a populist effort and everyone should depoliticize education”, said Prime Minister Najib. He already reiterated that Federal Government would bring about the best returns on money spend for education.

Prime Minister Najib also cautioned about the ‘value system’ should be inculcated in the education system, to prepare Malaysians in the future to be better people.

Part of the investments in this announced Education Blueprint include better education assets and development programs for educators, especially teachers.

Nation building – Formal education to attain knowledge

8 09 2012



#SaySomethingNice – Education

  • Knowledge has always been a key ingredient in nation building. It is important in developing our infrastructures, in improving the livelihood of the people, and in science and innovation; all of these are very important for our survival as well as to place our country among other developed nations of the world.
  • And the most common way to attain knowledge is by way of formal education. Malaysia has consistently been one of the biggest spenders with regards to education. According to UNESCO Institute of Statistics, Malaysia’s public expenditure on education in 2009 is 5.8% of our country’s GDP and18.9% of our government’s total expenditure. This places Malaysia among the top 20 nations with biggest provisions for education.
  • Malaysians have benefited greatly from this keen focus given to our education system. Our adult literacy rate has gone up from 84.3% in 1980 to 92.8% in 2008. And more Malaysians now pursue secondary education. In 1971, merely 39.3% or 1.4 million students between the ages of 12 and 16 continue on from primary schools onto secondary. But by 2007, this figure has improved greatly. Now, 81% of 12 to 16 year olds pursue secondary education, the most basic employable qualification.
  • As for tertiary education, we are now ranked at the 11th place by UNESCO for its appeal to international students. As of 2010, the number of international students at various public and private institutions of higher learning has increased significantly from 18,000 in 2001 to 87,000 students. And the total of student enrolment into our higher education institutions in 2001 was 628, 479 but has grown to 1,134,134 in 2010.
  • Excellent students in Malaysia are also typically given the chance to experience the world and learn from the top minds in foreign universities. From the year 2008 up to 2011, as many as 20,000 to 40,000 Malaysian students have been sent to study abroad on sponsorships each year.
  • To see hundreds of thousands students benefit from Malaysia’s keen interest in education opportunities, I say, this is one of the nice things we Malaysians enjoy.

What Is Our Priority?

10 07 2012



Source IAIS, Malaysia

ON the eve of the formation of the nation state, the government set up a committee under Datuk Abdul Razak Hussein (later Tun) to come up with a national education policy after the first federal elections in 1955. Its 1956 Razak Report stated that the national education policy’s main objective was national unity. Until the present, parents have never considered nation-building a priority in education. Even education authorities have spoken more of the importance of science and technology, while the system increasingly has given priority to examinations………. Download the full article in pdf attachment (below)

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Malaysia’s educational excellence Part lI

24 04 2012


Malaysia’s Education Excellence Part ll: The unhappy Malaysians

  • Perception is good, so why is Lim Guan Eng unhappy? For someone who says he wants the best for Malaysia, Lim Guan Eng ought to be proud with the way Malaysia scores the World Economic Forum’s global 2011-2012 survey. We are far from perfect (we ranked 21st most competitive in the world, overall) but we are up there, bros and sis, not down there.
  • Instead of congratulating his fellow Malaysians, Guan Eng is angry and upset. Or unhappy. With the Deputy Prime Minister, especially. How dare Muhyiddin Yasin said the quality of our tertiary education is better than the UK and Germany! But, hello, that is what the WEF statistics say lah. If Guan Eng is not happy, he should lodge a complain with the WEF…
  • I used to “process” these WEF reports as a journalist with Business Times. It was not a chore I enjoyed. But for the sake of enlightening Guan Eng and Gang, I’ve taken out the part in which the WEF ranks Malaysia ahead of Germany and the UK. I have added Singapore here (although Abang Din did not mention Singapore) to assure Guan Eng that Singapore is still ahead of us and for those who just love to compare Malaysia with Zimbabwe, I have also added Zimbabwe’s scores here.
Malaysia: 14th
Germany: 17th
The UK: 20th
Singapore: 2nd in the world
Zimbabwe: 33rd
  • Once again, boys and girls, remember that these are WEF’s statistics and findings, not the Government of Malaysia’s. For more detailed comparisons with Germany, click h e r e, and with the UK, here. If you would like to look at the entire WEF report page by page, click h e r e.
  • Quality vs Quantity. The data show other information as well. Enrollment is a question of QUANTITY and not quality. The WEF report differentiates the two. The weightage 33% is given for quality and 33% for quantity. Take page 48 of the report: tertiary enrolment rate is 36.5 per cent. The reason is not because the quality of our education is low, but the places at tertiary institutions are limited and admission is highly competitive. Quantity is straight forward and based on hard facts/official data. WEF gathered official data and distribute scores based on it. The hard fact is our enrolment rate is low so we got low score on quantity.
  • Quality, on the other hand, is subjective. There is no available data on the overall quality of educational system. So WEF uses Executive Opinion Survey to measure quality. And the fact is those who participated in the survey viewed the quality of our educational system as superior than that of US, Germany and UK. So if Guan Eng does not agree with them, take it with them.
  • But then again, we have to ask Guan Eng, why are you so against them if they think highly of the quality of education?
  •  Does he want people to  believe that we are not as good as we actually are or perceived to be?

The elitist-wealth cycle (“EW cycle”)

29 02 2012

Petikan dari RAPERA


The EW Cycle Will Impoverish the Average Citizens Further !!!


  • The majority have to go on working and slogging away in the system that clearly supports the elite few and will go on enriching them if the system continues to work the way it does now.   Wish that it does not have to be this way.
  • I wish that no one will be deprived the right to life in the wholesome and true sense of the word.  But I know that this is a childish wish because the reality is that the rich and the powerful will not want their status to change at all. The rich and powerful can no longer be that rich and powerful if the available resources are more equitably distributed among the people.
  • So to maintain the richness and the power, they will ensure that the resources are not fairly distributed.  They will also have to consider that as their family expands, they will have to increase the base of their power and their wealth. In order for this to happen, they know that they have to have greater wealth to spend to ensure that their wealth increases further. At the same time, they know that they must also increase their power so that with this power they can influence the ability to further increase their wealth and the power.
  • Most people have heard about the poverty cycle but almost none have discussed what I call the elitist-wealth cycle (“EW cycle”). The EW cycle keeps on perpetuating itself incrementally.  In simple language, wealth and power is used to create more wealth and power.  The downside of this EW cycle on the majority of the populace is that it displaces resources which are rightfully theirs into the hands of the elitist.  Let me illustrate this with a simple example – education.
  • While the elitist rich and powerful will not have to worry at all about the education of their children (nor even their children’s financial future), the majority of the populace will find themselves enslaved further to the system that supports the elitist.  Today for example, a young graduate of 23 years old will find themselves burdened with a study loan of RM25,000 to RM30,000.
  •  Imagine, you are 23 and you are already starting off life with a loan even before you earn.  To this, you have not even included the cost of living for “startup” and the car loan that you will eventually take. And also the housing loan. So, today, you will find that the young person will most probably start working for the bank all his life!
  • I believe that the study loan problem will not have arisen if the big bulk of the resources have not been taken away by the elitist few in the form of “projects”, leakages, corruption, economic rent (“duit buta”) etc which actually takes away the resources from providing free education and so on.  This is just one example to show how the income and “power” gap between the elitist few and the average majority will get wider through time.  In the process, we will end up having modern day landlord and peasants relationship, albeit that modern day peasants rents houses, flats and apartments! This is not even considering the many more who never even dream of owning a decent home.
  • It is sad that as long as the system continues the way it works today and the mindset of the majority is still in the “hopeful state” it is in today, the condition of the majority will only get worse and worse. The majority is still being fooled by “clever sounding solutions’ that do not address the root of the problem – equitable and transparent distribution of resources. By the time they realize it, they may be too weak or too weary to even think of reforming the system.

The right type of education is more important

3 02 2012


The Value Of A Good Education

  • Here is something from Yahoo Finance :
In the past 50 years, college graduation rates in developed countries have increased nearly 200%

The countries with the most highly educated citizens are also some of the wealthiest in the world. The United States, Japan and Canada also have among the largest GDPs.

Norway and Australia, have the second and sixth-highest GDPs per capita, respectively. All these countries aggressively invest in education.

The countries that invest the most in education have the most-educated people.

All of the best-educated countries, except for the UK, fall within the top 15 OECD countries for greatest spending on tertiary — that is, college or college-equivalent — spending as a percentage of GDP. The U.S. spends the second most and Canada spends the fourth most.

The countries included here have had educated populations for a long time. The U.S., Canada and Japan have had tertiary educational attainment above 30% since at least 1997.

The 10 most educated countries in the world are :

10. Finland

> Pct. population with postsecondary education: 37%
> GDP per capita: $36,585 (14th highest)

Finland is also one of only two countries, the other being Korea, in which the fields of social sciences, business and law are not the most popular among students. In Finland, new entrants are most likely to study engineering, manufacturing and construction.

9. Australia
> Pct. population with postsecondary education: 37%
> GDP per capita: $40,719 (6th highest)

8. United Kingdom
> Pct. population with postsecondary education: 37%
> GDP per capita: $35,504 (16th highest)

7. Norway
> Pct. population with postsecondary education: 37%
> GDP per capita: $56,617 (2nd highest)

The country is one of the wealthiest in the world. GDP per capita is $56,617, second only to Luxembourg in the OECD.

6. South Korea
> Pct. population with postsecondary education: 39%
> GDP per capita: $29,101 (13th lowest)

Korea is also one of only two countries — the other being Finland — in which the most popular fields of study are not social sciences, business and law. In Korea, new students choose to study education, humanities and arts at the greatest rates.

5. New Zealand
> Pct. population with postsecondary education: 40%
> GDP per capita: $29,871 (14th lowest)

40% of the population engages in tertiary education, the fifth-highest rate in the world.

4. United States
> Pct. population with postsecondary education: 41%
> GDP per capita: $46,588 (4th highest)

Among OECD countries, the largest share of adults with a tertiary education live in the United States — 25.8%.

3. Japan
> Pct. population with postsecondary education: 44%
> GDP per capita: $33,751 (17th lowest)

In Japan, 44% of the adult population has some form of tertiary education. The U.S. by comparison has a rate of 41%.

2. Israel
> Pct. population with postsecondary education: 45%
> GDP per capita: $28,596 (12th lowest)

In 2006, 46% of adults ages 25 to 64 had a tertiary education. In 2007 this number fell to 44%. Only 78% of funds spent on educational institutions in Israel are public funds.

1. Canada
> Pct. population with postsecondary education: 50%
> GDP per capita: $39,070 (10th highest)

In Canada, 50% of the adult population has completed tertiary education, easily the highest rate in the OECD.
  • My comments :
  • First of all, I think it is obvious that the higher the level of education, generally the higher the level of income of the population. But this need not be the case always.
  • In India and Pakistan, people with PhDs used to ride bicycles and buses to work. Now most people with PhDs in India ride cars because their economy is more market oriented and open to competition. Hence educated people tend to be better appreciated by the market economy.
  • In Pakistan, qualified and experienced doctors may still take the bus to work – out of need, not by their own choice.
  • In Egypt, highly qualified engineers have to work at two or three jobs to make ends meet. This is because their societies (Pakistan and Egypt) are not entirely market based and they are also still ‘non technical’ societies. They do not use science and technology to a great extent in their economies (compared to say the developed countries).
  • At the end of the day, bazaar type trading, import export business, plantation agriculture can only provide so much opportunities and upward mobility. To really move a society forward you need a science and technology based economy. Manufacturing, transport and logistical services higher value added soft services (management, accounting, law, marketing, banking) can generate more opportunity, more income and more wealth.
  • Unfortunately in our country while we are also producing an increasing number of university graduates, we are not helping everyone equally.
  • It is a fact that a Chinese, Malay and Indian graduate from the same university go on to achieve different outcomes in life. The Malay graduate will likely end up working for the Government where he will work in a very protected environemnt for as long as he wants (until retirement).
  • If he is a little more adventurous or has slightly better English skills, he will get a job at a GLC where he will still work in a protected environment – with little exposure to the real market.
  • Needless to say, the Chinese graduate will jump into the open market. He will compete to get a job in the open market. Or he will go overseas and compete in the “dog eat dog” environment of a Singapore, a Hong Kong, a London or any such place.
  • My view is a university education alone is not sufficient to make everyone compete at the same level. Otherwise why is there still such a big difference in the ability of our graduates to compete?
  • I think mindset and attitude as well as cultural and religious factors are just as important. When we send our young people to university we put knowledge inside their heads.
  • I think it is more important (especially for Muslim people throughout the world) to also REMOVE old fashioned, obsolete, non workable, illogical ideas from inside their heads which may prevent them from competing freely with others.
  • It is no point teaching someone engineering skills that can increase his output when the person believes strongly in ‘rezeki secupak takkan jadi segantang’ type of ideas. He will never invent that 100 miles per gallon automobile in such an environment. He will have to migrate to Australia or some other kafir country before his mind will be free enough to achieve great things.
  • Which is why many great modern Muslim scientists and engineers have achieved their greatness in the West – eg Pakistani born Prof Abdus Salam working in Switzerland and winning the Nobel Prize. Or the Iranian born Anousheh Ansari (picture) being the first self sponsored female space traveller in the US. Many Muslims do extremely well in so called ‘kafir’ countries where they are not suffocated by religion.

  • It is also extremely foolhardy to send our students to study anything in almost all the Islamic countries – especially religious studies. We are only condemning them and ourselves to an uncompetitive and unproductive future. In the end instead of becoming useful contributors to society they will become dependents or parasites living off other peoples efforts.
  • Education is very important. However the right type of education is more important. Removing ancient and unworkable beliefs is also equally important. If we do not get rid of illogical and unworkable beliefs from our collective psyche, all the effort on new education may go to waste.