Showing posts with label artificial intelligence. Show all posts

Friday, April 18, 2025

Malaysia will be China’s friend at all times, 31 MOUs inked in ‘new golden era’

PUTRAJAYA: Malaysia will remain an unwavering and principled friend to China during “moments of triumph and times of trial”, says Datuk Seri Anwar Ibrahim

The Prime Minister said Malaysia and China have long stood shoulder to shoulder – not merely as comprehensive strategic partners, but as steadfast friends.

“Malaysia values this consistency. Malaysia will remain an unwavering and principled friend to China, guided by the wisdom of history and the promise of the future,” he said in a speech during the official dinner in honour of President Xi Jinping last night.

At a time when multilateralism is under tremendous strain, as certain nations abandon the principle of shared responsibility and others question long-standing commitments, Anwar said China’s global initiatives seem to offer a new lease on hope.

“What we are witnessing today is not an honest reckoning with the imperfections of globalisation, but a retreat into economic tribalism.

“Market access is being weaponised. What was once a multilateral covenant for shared growth now buckles under the weight of arbitrary disruption and unilateral whim.

“Amid this turbulence, China has been a rational, strong and reliable partner,” he said

Anwar said Malaysia’s foreign policy was shaped by a “clear-eyed” vision of its interest and the principle of Asean centrality.

“We do not simply favour cooperation over confrontation (but) we embrace it. We do not merely prefer respect over rivalry, we uphold it.

“And we choose dialogue, not simply because it chose us, but as a cornerstone of lasting peace and prosperity,” he said.

The Prime Minister said that during these trying times, the world yearns for steadiness, reliability and purpose.

“We see this in China’s conduct. Malaysia acknowledges such steadiness with quiet recognition and remains conscious not only of the calm it has brought, but of the hope it may continue to offer,” said Anwar.

He said under the leadership of Xi, China has outlined a series of global initiatives that reflect a distinctive worldview.

He said the Belt and Road Initiative reimagines connectivity not as a network of roads and rails, but as a framework for cooperation.

“The Global Development Initiative underscores the importance of inclusive progress.

“The Global Security Initiative calls for peace through dialogue,” he said.

“Each of these ideas reflects a broader aspiration of what President Xi has described as a community with a shared future for mankind.

“This brings to mind the famous saying of Confucius, that ‘within the four seas, all men are brothers’,” added Anwar, who said the phrase in Chinese.

He said he also hoped that Malaysia and China would endure a long-lasting relationship.

31 MOUs inked in ‘new golden era’

Malaysia and China deepen partnership with major deals on trade, tech and tourism

PUTRAJAYA: Malaysia and China have signed 31 memoranda of understanding (MOUs), notes and cooperation agreements with the highlight being a mutual visa exemption for travellers between the two countries.

Currently, Malaysians can travel to China visa-free until Dec 31 this year, while Chinese nationals enjoy visa-free travel to Malaysia until Dec 31 next year.

The exemption was in conjunction with the 50th anniversary of diplomatic relations between Malaysia and China.

Other strategic areas of cooperation include security, development, trade, transport, agriculture, education and digital technology.

The exchange of documents, which took place at the Seri Perdana Complex yesterday, was witnessed by Prime Minister Datuk Seri Anwar Ibrahim and Chinese President Xi Jinping.

Among the key agreements signed with ministries and agencies is one concerning giant pandas, comprising an MOU on the Cooperative Research Agreement for the International Conservation of Giant Pandas.

Strategic talks: Anwar and Xi with their delegates during a bilateral meeting at the Seri Perdana Complex in Putrajaya. — AZHAR MAHFOF/The Star

Additionally, under the Investment, Trade and Industry Ministry, three MOUs were signed, including one aimed at upgrading the China-Malaysia “Two Countries, Twin Parks” initiative.

Also, three MOUs were inked under the Tourism, Arts and Culture Ministry, including tourism and media cooperation between Xinhua News Agency from China and Malaysia Tourism Promotion Board.

There was also an exchange of notes between China and Malaysia on the establishment of a joint foreign and defence dialogue.

Under the Transport Ministry, Malaysia and China signed an MOU between the National Railway Administration of China and the Transport Ministry to strengthen cooperation in the railway sector.

Meanwhile, the Digital Ministry and China’s National Development and Reform Commission inked an MOU on the digital economy, while the Domestic Trade and Cost of Living Ministry signed an agreement on cooperation in the field of intellectual property.

Several MOUs were also signed with media groups and universities, including one on bilateral cooperation between China’s People’s Daily and Star Media Group Bhd.

At the start of a bilateral meeting, Anwar remarked that Malaysia remains committed to working together with China in various areas, including economy, trade, and emerging technologies such as artificial intelligence.

The Prime Minister stated that China is not only a close neighbour but also an important partner through the comprehensive strategic partnership, which reflects the deep trust and long-standing cooperation between the two nations.

Toasting ties: Anwar and Xi attending the official dinner in honour of the Chinese President at the Seri Perdana Complex. — Bernama

Recalling his previous visit to China, Anwar said: “As I have said to you when we met in China, President Xi exemplifies a new type of persona, a leader who talks about growth and investment and economic advancement.

“He also talks about eliminating poverty and has proven his success, more importantly about shared prosperity and civilisation, which is hardly expressed by any modern leader in this world.

“We admire your tenacity and for that Malaysians welcome you, President Xi, not only as president of a great country, the President of China, but as a true friend.”

In his remarks, Xi announced a bold and shared vision for the future of China-Malaysia relations, pledging to elevate the partnership to unprecedented strategic heights.

He said both countries are committed to forging an even stronger bond, promising mutual benefits and enhanced regional prosperity.

“This marks my return to Malaysia after 12 years, during which the nation has achieved remarkable progress in its development.

“Your Madani government is steadily becoming a promising reality, and I extend my heartfelt congratulations,” he said.

Xi recalled the pivotal establishment of diplomatic relations between China and Malaysia over five decades ago, which defied the tensions of the Cold War.

He also highlighted the solidarity exhibited by both nations during the Covid-19 pandemic.

“Today, our two countries are working in unity to jointly build a community with a shared future. China-Malaysia relations are now entering a new golden era,” he said

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May the Ship of China-Malaysia Friendship Sail Toward an Even Brighter Future

Monday, March 24, 2025

Malaysia to byte crime with AI

PETALING JAYA: Malaysia is among nations aiming to use artificial intelligence (AI) in investigating commercial crimes.

However, the Artificial Intelligence Society Malaysia has urged the police force to first guarantee that the men in blue receive thorough training.

Its president Dr Azree Shahrel Ahmad Nazri said police officers need to understand how AI tools function, interpret AI-generated insights correctly and ensure their investigations maintain human oversight.

“AI is only as effective as the people using it.

'Use AI to counter AI': Experts call for upgraded tech, system to counter AI-powered cybercrimes amid deepfake scandal

Beware of AI-driven crimes

DIGITAL WAVE of deception

Scam rampant, become a ‘scamdemic', with victims being forced to commit online crimes also believed to have set up scam centres in Malaysia

Chinese people are the happiest in the world, Ipsos survey shows

International observers give thumbs-up to China's AI innovation at China Development Forum

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Thursday, February 6, 2025

Diving into DeepSeek and AI for education; OpenAI targets higher education in the U.S. with ChatGPT rollout at California State University

Diving into DeepSeek and AI for education

OpenAI targets higher education in the U.S. with ChatGPT rollout at California State University

FILE PHOTO: OpenAI logo is seen in this illustration taken May 20, 2024. REUTERS/Dado Ruvic/Illustration/File Photo

(Reuters) - Microsoft-backed OpenAI said on Tuesday it will roll out an education-specific version of its chatbot to about 500,000 students and faculty at California State University as it looks to expand its user base in the academic sector and counter competition from rivals like Alphabet .

The rollout will cover 23 campuses of the largest public university system in the United States, enabling students to access personalized tutoring and study guides through the chatbot, while the faculty will be able to use it for administrative tasks.

OpenAI has been looking to integrate ChatGPT into classrooms since 2023, even as initial concerns about its potential use for cheating and plagiarism had prompted some schools to consider bans.

Universities like the Wharton School of the University of Pennsylvania, the University of Texas at Austin in the U.S., and the University of Oxford in the UK have already been using ChatGPT Enterprise, prompting OpenAI to launch ChatGPT Edu in May last year.

Rival Alphabet has already been expanding into the education sector, where it has announced a $120 million investment fund for AI education programs and plans to introduce its GenAI chatbot Gemini to teen students' school-issued Google accounts.

In November, British Prime Minister Keir Starmer opened London's first Google-funded AI university, which will provide older teens with access to resources in artificial intelligence and machine learning, as well as mentorship and expertise from Google's AI company, DeepMind.

(Reporting by Rishi Kant in Bengaluru; Editing by Tasim Zahid)

Using 20th-century geopolitical methods to address the technological revolution of the 21st century will only cause the US to miss valuable development opportunities. Whether it focuses on blockades and encirclements or seeks new ways to stand out from the competition will lead to entirely different outcomes.

The RISE, FALL, and RISE again of HUAWEI

Tuesday, January 30, 2024

‘Education needs to level up’; Closing gaps in maths and science

THE world is seeing a digital revolution that is advancing technology beyond human skills.

To turn things around, the education system needs to put in a place the kind of learning that will move people ahead of the technology of modern times.

That, said Organisation for Economic Co-operation and Development (OECD) director for Education and Skills Andreas Schleicher, is about knowledge, skills and mindsets.

In the era of generative artificial intelligence (AI) such as ChatGPT, he said teaching the young how to frame questions, navigate ambiguity and manage complexities, instead of teaching them the answers, is of utmost importance.

“We know how to educate second-class robots – people who are good at repeating what we tell them but the kinds of things that are easy to teach and easy to test have also become easy to digitise and automate,” he said.

Drawing on an OECD study that tracked the extent to which AI could surpass typically gifted humans in education, he noted a clear improvement in the performance of generative AI in just one year in the Programme for International Student Assessment (PISA) (see infographic).

“You can see AI is advancing at a breathtaking pace. We need to accelerate our progress,” warned Schleicher, who leads the team that oversees PISA.

Creativity, he asserted, is one of the most central resources in the 21st century that education can foster to help people grow in their competence.

“If you want your kids to be creative, you have to give them space to experiment. When they experiment, they take risks and if they take risks, they make mistakes. If our education systems do not help students learn from and with mistakes, they are not going to be so creative,” he said.

Citing the teaching of science as an example, he said making students believe in scientific paradigms, giving them numerous exercises to rehearse, and testing them on whether they remember the answers have nothing to do with scientific enquiry.

“Scientific enquiry is not about reproducing the established wisdom of our times but about questioning it. And that is true for many subjects,” he said.

He added that rather than teaching students knowledge like physics and chemistry, educators should put more emphasis on helping them to think like scientists.

“That is going to be useful and sustainable. If we just teach fixed knowledge and skills, the risk they are going to become obsolete is quite high,” he said.

Speaking at the Educational Publishers Forum (EPF) Malaysia 2023, held virtually on Nov 22 last year, he added that learning literacy is no longer about extracting knowledge from prefabricated text; it’s about constructing knowledge.

“Instead of repeating and reproducing what you learn, you need to learn to question what you see, and triangulate different information. They are very different skill sets,” he said.

He added that students must have the capacity to see the world in different lenses and appreciate different ways of thinking.

Pointing to the massive rise in the “wisdom of the crowds”, where a large number of people put their ideas into the mix on social media, Schleicher also emphasised the need for students to be equipped with digital navigation skills.

“In many countries, the majority of 15-year-olds are born into this digital world but they are not digital natives.

“You will not become automatically skilled – education needs to invest in this,” he said, adding that the ability to distinguish fact from opinion and integrate different information sources is the kind of skill needed to make use of the digital world.

Nurturing a growth mindset, according to Schleicher, is another focal point of importance to help students forge ahead.

“The mindset we create among students is an incredibly important predictor for their willingness to engage with new problems and address challenges.

“Education systems that develop students’ growth mindset tend to also excel academically, while those that have a fixed mindset typically show a lower academic performance.

“If students have a growth mindset, it’s a mirror of how they have been educated,” he said.

Students with a growth mindset, he explained, know that if they invest effort, they can overcome barriers whereas those without it believe that success is largely about the intelligence they inherited and there is nothing they can do about it.

In fact, he continued, the growth mindset is needed at every level of the education system, including policymakers, teachers and publishers.

He added that one’s willingness and capacity to learn, unlearn and relearn will also be essential.

“In today’s world, you have to learn for jobs that have not yet been created, to use technologies that have not yet been invented, and to solve social problems you cannot yet imagine.

“So, having a willingness to engage in the novelty, and to give up some of the favourite beliefs, knowledge and skills in order to acquire new ones, is absolutely essential – that’s a real test for education today,” he said.

Themed “Developing 21st Century Students: Policies, Strategies & Educational Materials”, the EPF Malaysia 2023 was organised by the Malaysian Book Publishers Association.

Calls for edu reforms in M’sia

Less volume, more depth

Malaysia has put very interesting reforms on track but there can be less emphasis on the volume of content – Malaysian students learn a lot of things. Instead, place more emphasis on depth and diverse ways of thinking. That is the most important transition the modern world will require for students in Malaysia.

Learning environments can be more student-oriented and teachers can go beyond the instructional component and become better coaches and mentors to their students – that’s very important to mediate the impact of social background.

Engage teachers in more collaborative professional development. You need to get teachers in a space where they also become lifelong learners.

– OECD director for Education and Skills Andreas Schleicher

Strengthen school curriculum

The curriculum is by far the most important ingredient in determining what students are able to do at the end of their schooling.

A fantastic teacher with a terrible curriculum is going to have a hard time ending up with successful students. And a teacher who is struggling is going to be supported by a terrific curriculum, so all teachers benefit from a strong curriculum. It’s something that policymakers should be reviewing on a regular basis. There is good data worldwide. We’re leaving a lot of good ideas on the table by not paying attention to what other folks are doing.

– University of Virginia, United States, psychology professor Dr Daniel Willingham

Ensure quality content

You can have highly-trained teachers teaching in classrooms with the most up-to-date devices and software but if the content being taught is second-rate or worse, then students will not get the education they deserve and your country will be left behind. If we want to reduce inequalities, then high-quality resources produced by professional educational publishers and adapted to deliver the government’s curriculum is what will guarantee progress.

– International Publishers Association president Karine Pansa Focus on leadership

We need to review our curriculum assessment and pedagogical approach. First, the Education Ministry (MoE) should collaborate with stakeholders to reassess the curriculum. Second, it should redefine the role of teachers. Our teachers are imparting knowledge that can be obtained online. Allow teachers to learn, unlearn, relearn, and be mentors and facilitators. The focus should be on leadership as stated in the Malaysia Education Blueprint (MEB) 2013-2025.

– Malaysian Association for Education president Datuk Satinah Syed Saleh

Decentralise the MoE

We need to decentralise the MoE. All schools should have a board of advisers. We have intelligent people in the community who can be advisers. This is about community-centred, rather than standardised, education. We need to do away with the Sijil Pelajaran Malaysia (SPM) exams. Instead, if students want to enrol into university, they can take a certain kind of exam for the course they want to pursue. Our mindset is industry-based. We need to move away from teaching people to be nuts and bolts. Learning should be lifelong. Universities need to redefine the significance of diplomas and degrees. The world has changed.

–

UCSI University architecture professor Prof Dr Mohd Tajuddin Mohd Rasdi

Address shortfall

Our National Education Philosophy is clear about producing holistic students in four aspects: intellectual, physical, emotional and spiritual. But how well we are implementing this in classrooms is something we need to address. The MoE needs to engage regularly with stakeholders.

We have to prioritise our initiatives. For example, we are not spending enough on providing professional development opportunities for teachers, even though it was recognised in the MEB.

– University of Cyberjaya and Infrastructure University Kuala Lumpur adjunct professor Prof Datuk Dr Rajendran Nagappan

Replicate trust school model

The Trust Schools Programme, launched by Yayasan Amir and the MoE in 2010, came up with a model to transform teacher pedagogy skills underpinned by cultural change. It entails the schools shifting from a teacher-centric to a student-centric approach, and from teaching to the test to creating a positive learning environment that unleashes the potential of each student.

We have 94 trust schools across Malaysia, involving at least 10,000 teachers and benefiting more than 200,000 students. The MoE has the intention to replicate the model but hasn’t caught up yet.

- LeapEd Services chair Shahnaz Al-Sadat Abdul Mohsein

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Closing gaps in maths and science

TO improve performance in mathematics and science, educators and learning materials need to transmit excitement of the subjects to students.

Referring to the Trends in International Mathematics and Science Study (TIMMS) 2019, International Association for the Evaluation of Educational Achievement (IEA) executive director Dr Dirk Hastedt said students who liked the subjects scored significantly higher than those who didn’t.

In fact, the over 100-score point difference translated to more than a year of learning.

“It’s very important that students like learning these subjects,” he stressed, adding that learning materials should be designed to engage both boys and girls to narrow the gender gap seen in TIMMS 2019, where girls outperformed boys in many countries, including Malaysia.

Hastedt also said students’ self-confidence in mathematics and science strongly correlates with their achievement, with more than a year of learning separating those with confidence from those without in the same study.

“What we can see from our data is that learning materials need to be targeted and supported by positive attitude to these subjects.

“We need students with a ‘can do’ attitude,” he asserted.

He added that it is important to have prerequisites such as language mastery.

“From our Progress in International Reading Literacy Study (PIRLS), we can see an increasing percentage of boys struggling with language.

“If you don’t have language capacity, it’s more difficult to learn mathematics and science,” he said.

Other strategies Hastedt recommended for improving student performance include incorporating software tools in learning and providing support for underprivileged students.

“Some students may understand better when using learning software managed by teachers. This enables more individualised learning,” he said.

However, he emphasised that this requires not only the availability of computers but also the presence of software administrators and technical support in schools – more importantly, teachers trained in using digital devices efficiently in teaching.

He also said digitalised instruction requires more than just transferring paper materials into a digital format.

“New digital materials that are engaging and helpful need to be developed. It requires a support structure and teachers need to be trained to use the software and help students learn in a digital environment,” he said.

Hastedt added that it’s important to move international assessments to the same digital format used in teaching and learning.

Cognisant of the need to keep up with the times, the IEA, which conducts TIMMS, introduced its fully digitised version, eTIMMS, in its 2023 cycle, he shared.

“We have to recognise that students today engage with the digital world through digital media and mobile phones. They find this more engaging than traditional methods. We have to keep up with the interest,” he said.

Hastedt, however, cautioned that digitalisation could exacerbate gaps in learning.

Citing a study on digital competencies, he said the gaps between different socioeconomic groups are huge – “larger than for reading, mathematics and science”.

“Digital competencies are not always well covered in countries’ curricula, and teachers sometimes don’t teach these competencies,’ he said.

A focus, he emphasised, is needed on the most vulnerable student groups as early as possible, starting from kindergarten or the early grades.

Citing a TIMMS study that highlights a difference of more than one year of learning between students from disadvantaged and affluent backgrounds, he noted that in Malaysia and many other countries, students with challenging socioeconomic backgrounds struggle more often with mathematics and science achievements.

“A focus on supporting students from lower social economic background would not only benefit these students, but also enhance the overall achievement of all students due to the positive peer effect.

“And if teachers can concentrate on all students because of a good level of knowledge, that benefits all students in the country,” he concluded.

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