Berita BMCC - Issue 1/2016

Issue 103 PP 11826/07/2013 (032918)

Issue 1 - 2016

Issue 1 - 2016

Issue 1 - 2016

First Lines

H

appy New Year, Gong Xi Fa Cai and welcome to the first issue of BMCC Magazine for 2016! As you will see, this edition is all about Education - always a popular theme given the already strong ties between the UK

and Malaysia. The difference this time is that we are marking the launch of the GREAT Year of Education, a high profile campaign by the UK Government to drive the ongoing growth of this important market.

Given the large number of BMCC members who are involved in the sector, we are working very closely with the team at the British High Commission and its other partners to collaborate in the campaign.

Andrew Sill Chairman - BMCC

Please do take time to read about the great work that our Members are doing in this field, helping produce that vital talent pipeline for future economic growth. Our feature section begins on Page 11.

The year has started well for the Chamber with a number of com-

panies taking up our new Sterling Membership category - see Page 6. Welcome to all of you and we look forward to working with you to help you pursue your business goals. Sterling Membership is open to any company, large or small, looking to enhance its brand and strengthen its business relationships at the highest levels. Details are on Page 40 and on our website.

Our international OBNI team is flourishing with multiple enquiries received from UK companies looking for assistance with entering the Malaysian market. This activity has been spurred on by the launch in November of the UK’s Exporting is GREAT campaign and will be further heightened with the arrival of several Trade Missions from the UK in the next few months.

Also on the business calendar is our next Business Delegation, this time to the emerging market of Myanmar. These highly focused visits provide exclusive insights into new opportunities and create real value for participating companies, in particular due to the on-ground ties we have with our local counterparts.

Another exclusive opportunity is the next BMCC-JPA Management Development Programme, our unique collaboration with the Malaysian Public Services Department. Due to take place in early 2017, registration will open soon to allow participating companies to access the best candidates.

Our two upcoming Premier Luncheons feature high profile speakers: the first on 25 February with Tan Sri Dr Rebecca Sta Maria on the TPPA and the second with former Minister of International Trade & Industry, Tan Sri Rafidah Aziz in April. Contact the BMCC Office to register.

As I highlighted at the New Year Networking Event, the recent changes to the BMCC Constitution have now been ratified by the Registrar of Societies, paving the way for greater representation on the Board from among the Membership. If you are interested in playing a bigger role in the Chamber’s operations, make sure you put your name forward for election when the time comes.

In the meantime, follow us on Facebook for regular updates and stay connected!

BMCC Executive Office

4th Floor, East Block, Wisma Selangor Dredging, 142B Jalan Ampang, 50450 Kuala Lumpur.

Tel: +60 3 2163 1784/2163 1786 Fax: +60 3 2163 1781 Email: membership@bmcc.org.my www.bmcc.org.my Follow us on: BMCCMALAYSIA Issue 1 - 2016

The Chamber

The British Malaysian Chamber of Commerce is the leading business networking organisation in Malaysia comprising 350 top member companies with an outreach of over 75,000 employees. Since 1963, the BMCC has been a catalyst in providing businesses in Malaysia with support, networking, knowledge exchange and bilateral trading assistance.

We serve as a dynamic hub for enterprise to thrive and businesses to connect with each other, helping to promote and foster trade and investment between Britain and Malaysia.

BMCC is proud to be part of British Chambers in South East Asia or BiSEA, enabling our members to enjoy similar Chamber benefits in eight other countries including Vietnam, Thailand, Brunei, Laos, Cambodia, Indonesia, Myanmar and Singapore.

BMCC Patrons: HE Victoria Treadell, CMG, MVO British High Commissioner YBhg Tun Musa Hitam

Chairman: Andrew Sill, The Royal Bank of Scotland Bhd

Deputy Chairman: David Ng, International SOS Sdn Bhd

Directors: Soo Kim Wai, Amcorp Properties Bhd Bob Olivier, Aspac Executive Search Sdn Bhd Andrew Diamond, IsItUp Sdn Bhd Datuk Seri Michael Yam, InvestKL Amanda Powell, KL Kudos Design Sdn Bhd Dato’ Larry Gan, Maybank Investment Bank Bhd Michael McIver, Plus Three Consultants Sdn Bhd Mahendra Gursahani, Standard Chartered Bank Malaysia Bhd Bill Addington, TechSol Sdn Bhd Datuk Peter Wentworth, OBE, Weir Minerals Malaysia

Ex-Officio: Sarah Deverall, British Council Tony Collingridge, OBE, UK Trade & Investment Dr Zainal Abidin Majid, Advisor To The Board

BMCC Executive Office Nik Tasha Nik Kamaruddin: Executive Director Stephanie Ho: Director of Events Louis Arokianathan: Finance Manager Agnes Elizabeth: PA & Head of Business Development Afiq Sahidi: Office Executive Aaron See: Marketing & Communications Executive Ralph Owczarek: Senior Project Manager, OBNI Sridaran Sabapathy / Sulita Levaux / Vikramjit Lahiri: Market Research Executive, OBNI

BMCC Magazine Editor: Amanda Powell Editorial Committee:

• George Aveling • Marcus Osborne • Alison Collingridge • Nik Tasha Nik Kamaruddin • Bill Addington Production: KL Kudos Design Sdn Bhd Printing: Tinggi Press Sdn Bhd Lot 6, Jalan Kuang Bulan, Taman Kepong, 52100 Kuala Lumpur.

Berita BMCC is published bi-monthly for distribution to BMCC members and other organisations in the business community. The views expressed or implied herein are those of the authors or contributors and do not necessarily reflect those of the Chamber.

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In This Issue

EDUCATION IS GREAT

On The Cover

British education has strong connections with Malaysia on multiple levels and the ties are growing as more opportunities open up for education providers across the spectrum. As the GREAT year of Education kicks off, our feature section has the details. Turn to Page 11.

■ First Lines ................................................. 3 ■ BMCC’s 2016 Sponsors & Partners ......... 6 ■ Hot Happenings ........................................ 7 ■ Trade Talk ................................................... 8 >

OBNI: BMCC's International Division

■ Cover Story ............................................. 11 > Education is GREAT! ■ Meet Our New Members ....................... 41

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■ News From Our Members ..................... 43 ■ In The Spotlight ........................................ 45 >

Tackling The Challenge: An Ageing Population 30 Minutes With Professor Khaw Kay-Tee

■ Finance File .............................................. 46 >

Chasing The Holy Grail

By Graham Howat, PPi Malaysia (L) Ltd

■ On The Social Scene ................................ 49 >

BMCC Magazine Reach Your Target Market, Raise Your Profile With BMCC

Ushering In The New Year

BMCC Magazine is a powerful platform to reach your target audience.

We offer editorial and customised sponsorship packages as well as advertising at very competitive rates. Does your company have a good story to tell? Get in touch! We want to hear from you!

Sponsorship and advertisement opportunities available!

Deadlines Imminent: Contact: +603 2163 1784 or editor@bmcc.org.my

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BMCC 2016 Sponsors & Partners

BMCC 2016 Annual Sponsors GOLD

PREFERRED AIRLINE PARTNER

BMCC 2016 Sterling Members

REGISTRATION OPENS SOON! •

Unique programme providing exclusive access for participating BMCC Member companies

•

Opportunity to build strong bond with senior management in key Malaysian Government Departments

•

Tailored assignments with targeted outcomes for participating companies

DON’T MISS OUT! CONTACT THE BMCC NOW TO REGISTER YOUR INTEREST

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Hot Happenings

Dates For Your Diary March 14

BUSINESS DELEGATION TO YANGON MYANMAR

Mon Invest Northern Ireland Trade Mission To Malaysia

16 & 17 March 2016

Contact BMCC’s OBNI team to register your interest in meeting the companies

16-17

Weds-Thurs BMCC Delegation To Yangon, Myanmar An opportunity to find out more about this emerging market - see left for details

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Roundtable Discussion

PROGRAMME INCLUDES:

Save The Date •

Mission briefing - UKTI and Myanmar foreign investors outlook with DICA (Directorate of Investment and Company Administration)

•

Lunch with British Chamber of Commerce Myanmar

•

Business briefings and updates by BCC and UKTI Burma

•

Evening networking hosted by British Ambassador

•

Case Study Tour

•

Lunch with Malaysian Myanmar Business Council

•

B2B Session

Supported By:

With Ayman Asfari, UKTI’s Trade Ambassador for the Energy Sector. Exclusive insights on this vital sector

April 14

Thurs BMCC Premier Lunch Guest Speaker: YBhg Tan Sri Rafidah Aziz

Members: RM1,980 Sterling Members: RM1,650 [Excluding flights/hotel/transfers] Places limited! Sign up now!

Thurs

Former International Trade Minister shares her insights

21

Thurs BMCC-KLASS Business Networking: The Journey A special event in conjunction with the Alice Smith School’s 70th Year!

28

Thurs BMCC Speed Networking Pitch Your Business in 60 seconds and meet the maximum number of new contacts! See Page 50!

For details on all events visit www.bmcc.org.my And follow us on Facebook for updates!

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Trade Talk

OBNI: EXPORT Attraction

How BMCC Members Benefit BMCC Members stand to be key beneficiaries of the growing business exchange between British and Malaysian companies.

Benefits include:

Malaysian market. As of end January 2016, this target has already been exceeded. This year’s new target will reflect the growing traction already achieved.

What We Do BMCC’s OBNI team offers a range of services from basic market advice and product feasibility study, to a comprehensive overseas market introduction service.

The team comprises specific sector specialists who are actively promoting their sectors through the network, both in the UK and the wider ASEAN region. They work to connect British companies with their Malaysian counterparts on a regular basis.

The Overseas Business Network Initiative or OBNI has been at the heart of the UK Government’s effort to grow its economy by providing a stronger range of support and advice to a much greater number of exporters and investors.

Launched in 2013 to deliver on-demand trade services to UK SMEs in challengingto-access markets, today the OBNI network operates in 41 countries worldwide. Malaysia is one of the key focus markets.

The OBNI is a major component of the established structure that comprises UK Trade & Investment, British Chambers of Commerce and the Foreign & Commonwealth Office.

How Does It Work In Malaysia Currently in its third year, the BMCC’s OBNI team in Malaysia was set the ambitious target for the financial year ended March 2016 of helping 450 UK companies to access the

• • • • • • • • •

Increase in number of networking events

•

Incoming UK trade missions

•

Diverse business opportunities brought to Malaysia by visiting companies

In 2016, the BMCC team will focus its efforts on where it can provide greatest support to businesses, particularly in its work with SMEs. Partnerships are being forged to enable active participation in Malaysia’s key trade events, and attract greater participation from the UK. Examples include: • • • •

Key sectors are:

What Is OBNI

•

Education Oil & Gas Professional & Financial Services Food & Beverage ICT Retail Green Technologies Healthcare Infrastructure

Malaysia International Halal Showcase (MIHAS) 2016 Shared Services & Outsourcing Week International Invention & Innovation Exhibition (ITEX) 2016 and Malaysian International Food & Beverage Trade Fair (MIFB 2016)

COMING SOON: Incubation Services Platform Preferred Partner Status and Direct Business Referrals for BMCC Sterling Members who are qualified to assist UK companies in setting up operations in Malaysia eg company registration, HR processes, IT solutions, tax or legal services.

Having an on-ground presence in Malaysia enables the team to identify business opportunities from within BMCC membership, as well as local government agencies and the private sector. These are then passed on to the UK team as export opportunities.

Incoming Trade Missions An opportunity for BMCC members to meet UK companies and learn about the products and services they are looking to bring to Malaysia. See below for details.

Businesses can apply for these opportunities online through the Exporting is GREAT campaign, launched in November 2015.

Details can be found at www.exportingisgreat.gov.uk/country/malaysia/

As BMCC’s Senior Project Manager Ralph Owczarek says, “It is this competitive advantage of being able to meet UK delegates first that allows Malaysian entrepreneurs to become partners or distributors and enrich the local market with new and often attractive deals.”

Above: Export Advice: Ralph Owczarek with Husna Hashim, Trade & Prosperity Promotion Manager of UKTI

Key Dates

23 February 2016 Inward Mission: Comprising 25 companies operating in telecommunications, creative media, education, aerospace, food and drink, renewable energy, security and financial services. Organised by UKTI South East.

14 March 2016 Invest Northern Ireland Trade Mission including 15 companies looking for business opportunities in Malaysia.

May 2016 – Two incoming trade missions - details pending Official launch in the UK of Exporting is GREAT Campaign

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Visit www.bmcc.org.my/trade-services for details Or contact the team on +603 2163 1784

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Green Student Accommodation, Bradford, UK.

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Cover Story

Education Is GREAT Education, whether at primary, junior, tertiary level or beyond, has a fundamental role to play on the future of society. Acquiring new skills, taking up a vocation, broadening horizons, developing greater understanding - education is a vital part of a learning journey that can help enrich our own lives and the lives of others.

The UK has a long heritage in the delivery of worldclass education and Malaysians have strong links with the British education system. As Malaysia continues on its mission to become an international education hub, the opportunities for partnerships are on the increase. Now with the Education is GREAT campaign launching in Malaysia, the sector looks to gather further momentum. Turn the page to find out more.

Issue Issue11--2016 2016

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Cover Story

Over

74,000

Malaysians enrolled on UK undergraduate courses

Paul Rennie OBE, Deputy High Commissioner for Malaysia and Campaign Project Manager [Left]

L

ooking at the statistics, it’s not hard to see why the UK has chosen Malaysia as the first country to roll out its Education is GREAT campaign.

The campaign, which will run over a threeyear period, will bring together British education providers across schools, universities, vocational training, British Council and professional bodies under the ‘Education is GREAT’ brand. Over 100 education institutions and companies have already signed up to be partners in the campaign.

The UK launch was held in London recently at the prestigious Imperial College London, and attended by some 150 representatives of government, business and education.

The education sector in Malaysia is worth over

£290

million a year

Leading figures included HE Dato’ Ahmad Rasidi Hazizi, High Commissioner of Malaysia to the UK & Ireland; Paul Rennie, OBE, Deputy High Commissioner for Malaysia and Campaign Project Manager; Richard Graham MP, Prime Minister’s Trade Envoy to Malaysia; Geoff Gladding, Regional Director UKTI Education; Professor Tom Welton, Dean of Natural Sciences Faculty, Imperial College London and Dato’ Sri Nazir Razak [right], Chairman of CIMB Malaysia, which has confirmed sponponsorship of five Chevening Masters awards in Southeast Asia.

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“

The purpose of the ‘Education is GREAT’ campaign, is to drive up our engagement to a new level and help support the development of Malaysia’s ambition to become the education hub for ASEAN. The UK Government can add value in a number of ways. We have the convening power to unite a disparate sector, and in doing so show the ‘through-life’ opportunities of a British education: from pre-school, to school, to university, and on to supporting strong careers.

We can act as a collective voice when selling education to Malaysia, showcasing the breadth and quality of the UK offer to consumer, business and government alike. And we can reach back into the UK to encourage further export opportunities.”

Ri h d Graham Richard G h MP Prime Minister’s Trade Envoy to Malaysia [Top]

“

The education sector in Malaysia has been designated a High Value Opportunity by UKTI, worth over £290 million a year. A further £474 million is generated from Malaysians studying in the UK each year.

In 2013/14, over 74,000 Malaysian students were enrolled on British undergraduate courses, second only to China in the world. This was a 44 percent increase over the last five years. A further 58,000 students are registered for a UK qualification in Malaysia, more than any other country outside the UK. Transnational education is a significant and growing market for the UK economy. Education exports are worth approximately £18 billion to the economy. The UK is the world’s second largest provider of international education with a 13 percent share of the market - and the fastest growing at 6 percent per year.”

Cover Story

£18 billion: Value of education exports to UK economy Tony Collingridge, OBE, Director of Trade & Investment, UKTI

“

The UK education sector is world-class and many UK companies have shown huge interest in the Malaysian market in recent years. These include firms providing goods and services into Schools, Higher Education, English Language and TVET sectors, as well as our schools and universities themselves.

English Medium

The demand for UK education in Malaysia is very strong indeed in a high value market. The GREAT Year of Education will be a fantastic channel for us to help deliver still more opportunities for UK companies and institutions, matched against solid interest from the Malaysian Government, schools, universities and other education providers here.”

2016 The GREAT Year Of Education Malaysia Launch 23rd February 2016 Heriot-Watt University Malaysia Campus

March International & Private Schools Education Forum’s (IPSEF) Asia Forum Kuala Lumpur The Training Gateway Education & Corporate Training Trade Mission to Malaysia;

November British Educational Technology Trade Show (BETT) Asia Leadership Summit British Council’s Education UK Exhibition

Vocational

HE Dato’ Ahmad Rasidi Hazizi High Commissioner of Malaysia to UK & Northern Ireland

“

Transnational

Malaysia has become one of the fastest growing destinations for international students - attracting an annual increase of over 16 percent per year. With a target of attracting 200,000 international students by 2020, we are well on track with more than 135,000 students, from about 160 countries, already studying at our Higher Education Institutions, as well as international schools. The GREAT Year of Education will certainly play an important role in raising the profile of international education to even greater levels.”

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Cover Story

Staying TRUE There is a strong sense of community and the desire to work together to make the School the best it can be for everyone.

What would you say are the three defining characteristics of an Alice Smith student?

The Alice Smith School is 70 years old. Over the last seven decades, it has evolved and expanded to become one of the leading institutions in the country for international education. At the start of its Anniversary Year, we sat down with Head of School Roger Schulz.

Arriving at the Secondary Campus in Equine Park, there is a palpable sense of quiet confidence blended with intelligent enquiry. A very different atmosphere to what most of us will remember from our schooldays. Here’s why.

How would you define the ‘character’ of the Alice Smith School? Has this changed over the seven decades and if so in what way?

If I had to choose three, I would say: Enthusiastic and passionate about learning; Caring and thoughtful about others, and in particular, accepting of others and their differences; Determined to do their best.

There is a very tangible sense of belonging at the School – among students and teaching staff alike. A number of the teaching staff have been with us for many years.

Others are former pupils who have come back as teachers. Many families have more than one child studying here.

What have been the most significant developments/changes/milestones at Alice Smith School since you became Head of School?

I first arrived at Alice Smith just over six years ago when both our Primary and Secondary campuses were quite different.

However, beyond the physical changes to provide additional or upgraded facilities for our students, one of the most significant developments is the refocusing of our curriculum around six key learner attributes.

This puts students at the heart of the whole school.

Our headcount of 1,600 across the two campuses is the optimum number. It enables us to maintain good class sizes with sufficient critical mass to be able to offer a broad curriculum.

How is the increasing number of international schools in Malaysia, and growing demand for international education, affecting the School?

Yes, it’s correct that the market in Malaysia has opened up. But, in our view this is a good thing. We understand our strengths and focus on what we want to do: to ensure that we continue to provide the best quality British education.

As a not-for-profit school, resources are invested in the essential components required for that, exceptional staff, excellent learning resources and great facilities.

How has technology opened up new learning opportunities for students?

The interaction between students and teachers is always there but the ways of learning are dramatically different. Our new free-flow classroom designs facilitate this process [see opposite].

The new curriculum puts students at the heart of the whole school, across both campuses.

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The School now has 1,600 students.

Is this the optimum number or are there plans to expand further?

The learning landscape has changed dramatically. Technology supports a culture of creativity, invention and innovation. It unlocks new ways to discover information and develop new ideas. It stimulates an interest in learning, empowering students.

While the School environment has changed significantly over time, the fundamental principles that embody the ethos and define the culture of our School are the same as those adopted by our Founder Alice Smith 70 years ago.

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Academic achievement is still very much a core component but it goes much further than that. Our thinking is that students who are happy and healthy, independent, community-minded, problem-solvers, respectful and strong communicators will be well-equipped to face any challenge that life throws them.

We also engage with the business community to provide students with insights into the world of work and help them prepare for their future careers.

www.alice-smith.edu.my

Cover Story

A Question Of SPACE A well-designed modern learning space can excite learners, support collaborative and formal activities, encourage inclusive learning and be flexible in the face of changing needs, resources and expectations.

The opportunities, experiences and facilities provided ensure that learners can develop these skills while continuing to achieve high academic results.

S

Across the Primary Campus, big ideas and concepts now steer learning rather than restrictive teacher-led topics or content.

Goal-focused planning and reverse design techniques ensure that lessons are always purposeful. With an authentic goal in mind, relevant skills are carefully selected from progressive skills ladders.

pace impacts learning. Class discussions, group projects and other interactive teaching methods require learning spaces where everyone can view the content and see, communicate, connect, engage and interact with others. As such, learning areas need to be versatile and flexible and furniture needs to be mobile and adaptable.

Technologies used in learning, such as interactive whiteboards, personal learning environments, wireless networks, mobile devices and the internet - and the ability to access many of these from home and school - are altering the experiences and aspirations of learners.

Through a comprehensive master plan developed with an educational advisor, the Alice Smith School is providing facilities to deliver modern education for the 21st century. This plan is designed to ensure the right learning spaces enable current and future students to receive a high quality, holistic education.

To enable children to develop intellectually, socially, emotionally, physically and spiritually, Alice Smith engages its students in an expansive programme of wider learning and enrichment beyond the boundaries of the classroom. It adopts a growth mindset to develop the skills in young people that will enable them to flourish in life.

The breadth, scope, challenge and quality of these learning experiences in the wider informal curriculum, together with the care, attention and support for the positive well-being of each individual, set the foundation for a positive and dynamic learning environment for every child.

Change begins with teaching methodology.

This is diverse and evolving and teachers are continuously upgrading the use of different technologies and methods.

Modern teaching involves less direct instruction from teachers and as more schools adopt and develop constructivist teaching methods. The “sage on the stage” is giving way to the “guide on the side.”

Classes today employ lecture mode, group setups and individual work. From one learning activity to the next, often during the same class period, a classroom needs to transform. Thus, the space should easily and quickly be adapted to different teaching and learning situations.

The classroom needs to support teachers moving among students to provide realtime feedback and direction. It also needs to support students in peer-to-peer learning. Pedagogy, technology and space, carefully considered and integrated, therefore define the new classroom.

New Model The Alice Smith School curriculum redesign puts students at the heart of the ‘whole school, cross-campus curriculum model’; the aim being to educate the whole-child, preparing them for the opportunities, experiences and responsibilities of life.

The curriculum model is built around the desire to develop key ‘Learner Attributes’ in students from Pre-school to Year 13.

Learners who are: happy and healthy, independent, community-minded, problem solvers, respectful and are strong communicators will be well-equipped to face any challenge.

Teachers and students individualise the learning journey using a wide range of tools, ensuring that the starting point is appropriate for each student. Clear Assessment for Learning (AfL) expectations and monitoring tools support students and teachers to track progress, evaluate learning and plan for next steps.

“From one learning activity to the next, often during the same class period, a classroom needs to be able to transform.”

Looking ahead, the School will continue to improve and expand its environment to further support teachers to embed play-based and child-centred learning in all aspects of practice across the Primary Campus.

A new classroom paradigm, where technology and physical space are integrated to support teaching methods and create a more active and engaging experience, forms the basis of the development of new learning spaces in the master plan.

This planning has been carried out to ensure that space, furniture and technology can readily adapt to methods and learning preferences, and is being implemented in facilities of varying age across the School.

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Cover Story

IN TOUCH With The Music

"We not only listen to music with our ears; it resonates in our whole body, in the brain and the heart."

Emile Jaques-Dalcroze, Notes Bariolées

By Charlotte Leng, Primary School Teacher British International School KL

F

or many schools, music is integral to their teaching programme, and led by a solid understanding of technical practices and traditional teaching methods, they produce great results.

ideas took shape into a comprehensive method for the development of rhythmic instinct, auditory sense and tonal feeling. Not only did this influence the music world, but also that of dance and theatre.

Yet, there is a gap in conventional teaching styles which sometimes fails to enlighten students who may not be as enamoured with music as their musical peers.

A Growing Trend

Music can sometimes feel like an out-ofreach skill left for the gifted and driven, but there is a method that is growing in popularity in Asia that seeks to reinvent the way we interact with music.

Early Beginnings The story begins in 1892, when Émile Jaques-Dalcroze, Swiss composer and pianist, was appointed Professor at the Conservatoire of Music in Geneva. During many years of careful observation of his students, Jaques-Dalcroze noticed that their experience of music seemed limited to the technically fine playing of notes and harmonic exercises being written intellectually, without any inward hearing of the sounds.

Observing the way students would instinctively tap their feet or nod to music, he realised that to music and rhythm he must add movement. In 1898, he wrote: "I am dreaming of a musical education where the body will play the role of intermediary between sounds and our thoughts and would become the direct instrument of our feelings.”

Jaques-Dalcroze devoted all his energy to this search for harmony between inner hearing, thought and gesture, the balance between emotion and action. Alone and then with the help of his followers, his

Fast forward to today, the Geneva Institut Jaques-Dalcroze (which began in 1915) is the international hub for all matters Dalcroze, attracting many students from around the world and overseeing worldwide teacher examinations. There are now over 40 professional Dalcroze training centres in the world, in 20 countries, over 4 continents.

For almost 150 years, The Dalcroze Method has consisted of three main branches: Eurhythmics - where all the elements of music (such as pitch, rhythm, meter, dynamics) are studied and through movement; Solfège - the pitch training element, which plays a key role in training the eyes and ears to instantly respond to musical notation; and Improvisation – which engages the spirit of play to facilitate enlivened music-making according to the student’s own invention: in movement, with the voice, or at an instrument.

The pedagogical principles underlying these branches are Training, Working on a Theme and Choreography & Games. Within Training, each new musical element, especially in the field of rhythm, is experienced through movement (run, walk, dance), accompanied by a musical support, until the student gradually becomes aware of what he is doing.

As the Theme is worked on, the same elements that were integrated through movement and music are then identified, named and illustrated, so establishing strong links between practice and theory.

In the use of Choreography & Games, new subjects are consolidated through creative situations involving music, stories, games and various media used in the lessons.

Multiple Applications Today, Dalcroze lessons cater far and wide, to Early Years children, music students, teachers, professional musicians, dancers, actors, even Alzheimers patients. These

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lessons are said to accelerate in children, even if they are not aware of it, the foundations for listening, motor skills and useful social abilities in many areas beyond the musical learning process.

These include physical and mental wellbeing, imagination and creativity, social skills, language development, a sense of ease in public, mental balance and relaxation, intellectual and physical agility and improvement of concentration. In addition, recent studies have shown that the practice of Eurhythmics has been helpful in reducing the risk of falling among elderly patients by up to 50 percent.

KL Experience Last December, The British International School of Kuala Lumpur hosted a Dalcroze Workshop for over 40 music teachers, with two taster sessions for some 20 children.

The workshop was led by the highly engaging Jerison Harper Lee. Jerison, who spent several years training at the Institut JaquesDalcroze in Geneva, returned to Singapore recently to help propagate the method across Asia, where interest is steadily growing as teachers realise there is much more to music than playing notes on a page.

During the three-day event, the teachers explored a whole host of musical skills through movement, interactive games and singing in Rhythmics and Solfege sessions and were challenged to reignite their creativity through Improvisation and group interpretations of music through movement in Plastique Animée. By observing the children's sessions, they were able to gain a brief insight into how this method can be applied in the classroom.

Workshops of this nature have been springing up in recent years in Thailand, Indonesia, Singapore, Hong Kong, Japan and

Cover Story

"

I first came to know about Dalcroze in mid-2015, when I had the opportunity to attend a taster course for teachers in Manchester, run by the Dalcroze Society, UK. The experience opened my eyes to a completely new way of working, both as a teacher and musician. When I came back, I wanted to pursue this further.

“I was put in touch with Jerison Harper Lee and attended some of his workshops in Singapore and Malaysia. At one of these, I met Adrene Wong, who was equally passionate as I was to learn more and to eventually pursue exams.

We realised that Malaysia needed more people to bring Dalcroze to the music teaching community.

That was how the idea of organising workshops came about.

“The workshop brought together people from all walks of life, with a wide range of talents, who were keen to try ideas and were challenged to really explore their own creativity. We all left inspired and thirsty for more. We believe this is something that will continue to flourish and hopefully add another dimension to the way future generations of young musicians can access music."

Charlotte Leng

Korea, frequently led by leading teachers in the field from Europe, Australia and the USA. The recent Dalcroze Malaysia Workshop sparked a growing interest within the Malaysian music teaching community, with study groups formed and plans for two larger workshops in 2016.

Judging by the explosion of interest lately, it is likely that one day Malaysia will have a Dalcroze Society of its own, which can facilitate teacher training, and children’s classes. For now, BSKL will continue to apply the methods learnt from the Dalcroze method to build upon its successful music programme.

T

he really successful companies are those that value their people while striving to attract and nurture the next generation. BAE Systems is a global defence and security company and the nature of its work is long term. As such, it takes a similar long term business approach to its education initiatives.

Reaching Out

BAE Systems has had a presence in Malaysia since 1947 when it was supplying aircraft to the Royal Malaysian Air Force. Today, it is one of the predominant suppliers to the Malaysian armed forces.

Reaching hundreds of students, these programmes comprise a school visit and a practical engineering challenge. Three outreach programmes have already been delivered in Langkawi and Sarawak and more are planned for 2016.

It also protects the cyberworld out of its global engineering hub in Menara Binjai, downtown KL. Here, the company employs over 300 people who are developing cyber defence solutions for financial institutions, large organisations and governments.

As an entity operating at the cutting edge of technology, BAE Systems invents things and solves highly complex problems. This means it has hundreds of roles to fill across every career path. As such, BAE Systems takes very seriously its role in ensuring there are sufficient numbers of young people choosing to train as engineers.

It’s not enough to rely on students making the first approach. As such, BAE Systems goes out to visit students in schools; an activity it carries out in conjunction with the Malaysian Industry Group for High Technology [MIGHT] as part of a schools outreach programme.

Importance is also placed on helping postgraduates. Through one of the company’s most popular programmes, it has sponsored 35 Malaysian post-graduate students to study at UK universities, with more to follow through Chevening Scholarships.

For specific business specialisms, the company often supervises or sponsors students on relevant courses, as is the case with four Aerospace MSc graduates studying aircraft manufacturing in the UK. This work is being shared with the Asia Aerospace Centre in Subang.

Engineering Matters

Major Education Initiative

Evidence suggests that many young people have a negative view of Engineering and are not aware of the creative and problemsolving aspects of what the Engineer role.

The first step therefore is getting students to think about what engineering entails.

Preparations are in hand for what will be the firm’s largest graduate scheme for up to 72 students. This will lead to an MSc course in Cyber Security Management in partnership with the National Defence University of Malaysia. To complement this, BAE Systems is developing a Cyber graduate security programme at the Global Engineering Hub here.

At the recent KL Engineering & Science Fair, the BAE Systems’ stand was hosted by one of the company’s new graduates and featured a range of interactive games and challenges designed to promote engineering in a more relevant way. The show attracted some 75,000 youngsters, suggesting that the appetite is definitely out there.

Education has never been more important to industry and in 2016 BAE Systems will also be participating in the many activities planned under the ‘Education is Great’ campaign. www.baesystems.com

Education

Reference Sites: Institut Jaques-Dalcroze, Geneva: www.dalcroze.ch Dalcroze Society UK: www.dalcroze.org.uk FIER: www.fier.com

https://britishschool.edu.my/

In INDUSTRY Issue 1 - 2016

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Cover Story

Continuous Learning Journey: Elusive Goal?

By Rhoda Yap, Metamorphic Training

M

ost leaders believe that to stay competitive, their organisations must continuously learn and improve. But few companies in Malaysia are able to attain this level of organisational learning.

Why do companies struggle to become learning organisations? From working with clients, Metamorphic Training is of the opinion that many firms have too narrow a view of learning or more specifically, one that is primarily focused on training.

In change management efforts, the prerequisites leading to change are (a) awareness for the need to change, (b) a desire to change, (c) knowledge to equip the individual for the change, (d) ability of the individual to change and (e) reinforcement of the change through various management incentives and controls.

This change management model also applies to organisational learning.

There are are 3 common pitfalls faced by companies in Malaysia: 1. Absence of awareness of purpose of the learning need: For companies to become learning organisations, there first must be an awareness of what needs to be learned, and how that fits into the overall corporate strategy.

In a 2014 survey by McKinsey, close to 50 percent of respondents cited lack of a defined vision linked to overall business as a top challenge in institutional capability building [McKinsey Insights March 2015: Do your training efforts drive performance?].

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Yet, research conducted by the Conference Board and McKinsey finds that CEOs worldwide rank HR as only the eighth or ninth most important function in a company despite citing human capital as a top challenge.

For companies intent on being learning organisations, this has to change. Leaders often cite HR as being occupied with their day-to-day administrative functions or that they do not understand the business.

However, just as CEOs elevated the finance function beyond simple accounting, they are equipped to elevate HR to become a full strategic partner. [Harvard Business Review July-August 2015: People Before Strategy – A New Role for the CHRO] While this may sound daunting to an upand-coming company, we suggest that there are interim steps that could be taken to bridge the gap.

For example, by working with an external HR consultancy and training provider that understands the business, and can then craft any development plan based on companies’ goals. For the purposes of sustainability, a recommended model is one where the external provider coaches the existing HR team to develop a business mindset and to craft any development strategies, including training needs analysis.

2. Over-reliance on training to deliver knowledge: While the Malaysian Government rightfully acknowledges the need for upskilling of the workforce, it does so primarily through the body of the Human

Resource Development Fund (HRDF), which is primarily focused on training. As a result, many employers are under the impression that sending employees on training alone will deliver improvements in organisational performance, while failing to regard organisational learning as a journey.

This is further compounded by the type of courses available in Malaysia. Many training providers offer what their trainers are competent to train, and not what the market needs. For example, critical thinking and decision-making skills are something most employers wish their employees to demonstrate, yet the availability of these courses is few and far between.

Additionally, given that HRDF contributions by employers are mandatory, there is little incentive to measure training effectiveness. Instead, HR departments will be mostly focused on utilising the HRDF contribution. This results in an almost ad-hoc programme of talent development, one that is reliant on availability of courses offered by training providers. Admittedly, the option of in-house training is there, yet most companies may not have a critical mass of homogenous executives to warrant in-house training of a higher function skillset.

What we would advise HRDF contributors is to first look at their training needs holistically every year, and then assign their HR teams to actively search for courses that fit the firm’s needs. These plans should be reviewed quarterly, to ensure that training needs are met.

3. Lack of reinforcement mechanisms to hone new skills: One CEO once lamented that the only results he sees from training is the training folder sitting on the shelf of the participant.

Continued On Page 21

Cover Story

Eye On The FUTURE M

y daughter recently embarked on her educational journey; a journey that will only be completed in terms of formal schooling in 2028. It is difficult to envisage what the world will be like in 2028 and where education might be heading by then.

As educators we are faced with the unenviable task of preparing children for this uncertain future that seems to be getting increasingly more difficult to predict.

The best way to manage such change is to anticipate and prepare for it, and a high quality education is the best medium to do just that. But what is a high quality education? If we are truly preparing children for life in the 21st century, we must encourage and develop skills of critical thinking and problem solving.

What students know is no longer the most important measure of the quality of education. The true measure is the ability to engage with what they do not know, and to work out a solution. Students should be taught how to think, not what to think.

By Andrew Dalton, Principal of The International School @ ParkCity Chairman of AIMS (Association of International Malaysian Schools) ing school this year will end up working in careers that do not yet exist’ - a staggering thought.

Faced with this significant responsibility, how are schools tackling the momentous task of preparing our children for the world of work in 2028? The key to the future of education will be the fundamental understanding that we are all different and therefore ensuring the individual is adequately catered for and the education we provide is completely student centred.

A curriculum that is individualised and relevant to every child allows scope for development based on the nurturing of individual talents that are essential for enabling full potential to be realised; successful education cannot be a ‘one size fits all’.

Sir Ken Robinson uses the metaphor of flowers in a desert to describe children in school. When nurtured and cared for, provided with the correct conditions and climate, flowers thrive, blossom and flower.

As teachers, we are continually reflecting on our practice and questioning how effective we are in the classroom; as a school Principal, I am continually reflecting on how effective we need to be at preparing our students for their futures.

If the climate is too harsh or the conditions unforgiving, the flowers wither, their true colours never revealed, and the opportunity to appreciate their beauty never realised.

But what exactly does this entail? A recent report by the US Department of Labour stated that ’65 percent of children start-

Children, like plants, need the correct conditions to flourish; they need to be placed in a climate of trust and possibility; they

need to be stimulated, their talents discovered, nurtured, valued and appreciated; they need to be supported during times of difficulty to build their resilience and emotional maturity; they need their natural curiosity to be cherished and encouraged through engaging activities; they need a curriculum that challenges them to take risks and inspires their imagination.

Not an easy task, and one that takes skill, hard work and dedication to ensure that every child is given the opportunity to reach their full potential.

Yet, despite the absence of a crystal ball to predict how life will be in 2028, we can be sure that the vast majority of professional and committed teachers around the world are doing their utmost in preparing children for success.

But, critically, the success of a school should not be judged on academic excellence alone; rather measured by the degree to which its graduating students engage with and contribute to society as a whole, as well-rounded, informed and active citizens. Children should leave school with confidence in themselves, the capacity to imagine, the curiosity to find the answers to problems they are faced with, and most importantly of all, the ability to always find enjoyment in learning.

“65 percent of children starting school this year will end up working in careers that do not yet exist.”

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Cover Story

COMMUNITY Building G

iven the option of spending several hours a week commuting to and from School, sitting in endless, pointless traffic jams or having all those hours available to do something creative and worthwhile, most people would jump at the chance to get that time back.

Boarding school offers that and a great deal more, especially when it is located on a spacious 90-acre site away from the hustle and bustle of the city, with extensive facilities for a whole range of co-curricular activities.

Marlborough College Malaysia, located in EduCity, Johor, offers just such an opportunity. Welcoming its first cohort of pupils in 2012, the College is co-educational and offers a traditional British education in an international setting. From an opening headcount of 350, the College now has 820 pupils, ranging in age from 4 to 18.

Robert Pick, Master at Marlborough College Malaysia, says, “A large number of our students are already boarders. Boarding fosters a firm sense of community and helps to develop friendships that will be sustained and be sustaining in life beyond the College.”

Unlike many British schools that have opened overseas campuses, Marlborough is a genuine expansion of the home school.

Management and governance are directly linked to Marlborough in Wiltshire and many of the teaching staff are drawn directly from there. These strong ties are an added benefit for students who may later relocate to the UK.

The space, facilities, but above all, the community of a British international boarding school such as Marlborough allow pupils to develop their talents and independence while still maintaining close ties to family.

“My own association with Marlborough dates back to 1980 and I feel very privileged to have been part of the incredible journey that we have taken since setting up here in Malaysia. It has really opened everyone’s eyes to what a truly international education means. The positive change in approach and manner is especially notable among the boarding students.”

“Students learn to treat each other and all members of the community with kindness, sensitivity and respect. While they need academic rigour to progress beyond school, they also need to learn to be independent.”

The Houses are staffed by teams of adults who work to sustain and uphold the health and happiness of the young people in their care. The Houses vary in character, composition and location but all share the central ethos of the Marlborough community.

The working week at Marlborough is full and weekends offer a rich programme of structured activities, social occasions and other recreational opportunities. The choice is vast and far broader than any student would be likely to access in a non-boarding environment.

“The boarding experience also means that students are prepared for any situation, wherever life may take them. Having developed a keen sense of independence they are much more able to readily adapt.”

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Demand for places is such that a Phase II development is happening one year earlier than the original plan. Through further gradual expansion, this will take Marlborough in Malaysia to the maximum planned capacity of around 1,250 pupils by 2022.

Cover Story

Continuous Learning Journey: Elusive Goal?

Continued From Page 18 Not an uncommon outcome. The reason is that many times training that is delivered in Malaysia focuses on what the trainer knows and what the trainer wants to teach, without the context in which the participant may be utilising the acquired skills.

To address this issue, we would recommend that HR teams evaluate course outlines and ensure that the methodology used is an experiential one, based on scenarios that the participants are likely to encounter.

Pure lectures and seminars are more likely to result in folders remaining on shelves rather than knowledge being actively applied into performance improvement. It is also imperative that the HR team work with their business partners to ensure that the opportunities are created in the business as usual activities.

“Many are under the impression that sending employees for training alone will deliver improvements in organisational performance, failing to regard organisational learning as a journey.”

One of the other common pitfalls cited in a failure to learn is not having enough time, resulting in employees who are exhausted and have a bias towards action: distractions and multi-tasking diminish an individual’s ability to learn.

Similarly, in such an environment, employees are often deprived of reflection time, another key factor critical in organisational learning. [Harvard Business Review November 2015: Why Organisations Don’t Learn].

The fix for this is to develop an active creation of time for building knowledge.

If leaders begin to address these three common pitfalls, their firms will embark on an organisational learning journey that will lead to improved performance aligned with their corporate strategy.

Rhoda Yap – MBA (Cornell), LLB (King’s) is Managing Director & Chief Trainer at Metamorphic Training Sdn Bhd, which offers courses structured around scenarios, infused with experiential learning components and active reflection.

www.metatrainings.com

Going GLOBAL W

ith a heritage stretching back over 190 years, Heriot-Watt University has become one of the UK's leading institutions for business and industry, building up a reputation for innovative education, enterprise and leading-edge, applied research.

In today's world of globally connected business, the opportunity to build networks, knowledge and experience while studying abroad can give students a competitive edge. It helps build confidence, develop adaptability and hone resourcefulness, all important personal attributes valued by employers.

Heriot-Watt’s Go Global programme provides students with the opportunity to become a global student during their degree programme. It builds on its international presence at the Dubai and Malaysia campuses, as well as 140 Academic Learning Partners in 50 countries around the world.

The University’s campuses in Scotland, Dubai and Malaysia allow students to take part in an Inter-Campus Transfer and spend a semester or a year at one of the other campuses. There are also Erasmus+ opportunities, where a student can study at an exchange partner in Europe, and Exchange opportunities, where a student can spend part of their degree studying at an exchange partner outside of Europe. Popular locations include Spain, France, USA and Australia.

Ong Woei Yng (Florence) In the third year of her Chemical Engineering course at Edinburgh Campus, having transferred from the Malaysia Campus

“Having this once-in-a lifetime opportunity to study abroad has widened my perspective and prompted me to be more independent.

It opens more doors for my future career as I am given the opportunity to apply for a placement year here.

“It feels very different to step out of my comfort zone and set myself on an adventure in a foreign land.

Edinburgh has amazed me in every way and my time here will be greatly carved in my education journey. I strongly encourage more transfer programmes like this to be introduced elsewhere.”

www.hw.ac.uk/malaysia

Abbie Murray

Shaun Purves

Third year Business Management student, who took part of her course at Heriot-Watt’s Malaysia Campus

In the third year of his Business Management with Marketing course

“Completing a term abroad in Malaysia was a great decision and easily the best I have spent at university. The opportunity allowed us to get to know more people on the course and travel across Asia while still receiving the same high quality level of education.”

“I was there for a term and it was one of the best decisions I have ever made. I got to learn about a whole new culture and the Malaysian students were very friendly and accommodating. Although it was difficult being on the other side of the world at times, this lifechanging experience is something I will never forget.”

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Cover Story

Making An IMPACT The importance of Professional Learning Development for teachers to maximise the impact on student achievement

E

ducators around the world aspire to provide learning opportunities of the highest standard. Much research has been carried out about which factors have the greatest impact on student achievement.

Such research1 highlights that there can be multiple influences across all areas related to student achievement. Whether it be class size, curriculum content, differentiation by ability, etc, one of the most influential factors is the quality of the teachers; considerably more effective than for example the quality of the school leadership.

The drive to create an education system that continually improves the quality of learning Is a key motivator for many school leaders. Those leaders are very familiar with the seemingly obvious statement “the quality of learning can only be as good as the quality of the teachers,” exemplified in the McKinsey, 20072 and McKinsey, 20103 reports.

Based on this research and with the aim of developing and attracting the best possible teachers, Garden International School (GIS) decided to involve all the stakeholders to plan how to best introduce a new professional learning initiative; the aim being to maximise student learning opportunities through the increased scope for professional learning.

Dr Nicola Mason, Head of Secondary at GIS, explains.

“Our journey began three years ago in search of the most effective ways to develop the quality of teaching and learning.

After extensive research and planning, in

September 2015, we launched the GIS Professional Learning Afternoons Programme.

Our shared vision was to develop a professional learning culture that engages teachers in developing collective capacity whilst also being responsive to individual developmental needs.

Our ‘Professional Learning Afternoons’ Programme enabled that sense of community empowerment. A key aspect to achieve this culture of growth, development and innovation is the need for academic staff to feel safe while trying new initiatives and taking risks.

The renewed developmental school culture provided a sense of simultaneous trust and vulnerability. Taking risks and not immediately achieving the desired outcome was expected. The real focus was on the critical reflection of the initial attempt. This reflection radically increased the success rate of future interventions.

As well as the development of trust, another key factor for success was enhancing teacher autonomy and the need to personalise professional learning opportunities to match the teacher’s needs.

In education systems aiming to move from ‘Great’ to ‘Excellent’, schools focus on creating learning communities that allow

school-based learning led by peers within environments that will unleash creativity and innovation of its educators. These ‘Great’ to ‘Excellent’ systems provide schools and teachers with greater teaching autonomy. We achieved this influential level of autonomy by enabling academic staff to choose the focus of their professional learning opportunities on a weekly basis according to their individual needs. This development programme has increased the number of professional learning hours from approximately 30 to over 70.

This level of autonomy and personalisation also helps the School to identify individual strengths and increase collaboration across the whole School.

After only four months since the launch of the Programme, several trends have emerged: •

increased collaboration whole school

across

the

•

deeper levels of regular critical reflection among staff

•

more ambitious developmental targets set by staff

•

increased number of staff seeking to lead on Professional Learning

The focus now will be to evaluate and gather data to assess the impact on quality of teaching and learning; considering factors such as student engagement, attitude to learning, student attainment, progress and their social/emotional well-being.

Professional Learning Goalsetting

Well-being development

Collaborative Focus Groups linked to School’s priorities

Personal reflection time

Professional Learning Courses

Technology development

Personal Learning time

Whole School reflection

With the commitment and investment in professional development, our School now thrives in climate of innovation and research-led development. The culture of critical reflection and increased whole school collaboration has provided our teachers with the tools and opportunities to be the best they can be and achieve and enable our students to achieve their full potential.”

www.gardenschool.edu.my

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1.

Hattie, 2009) “Visible Learning”

2.

McKinsey, 2007: “How the best performing school systems come out on top”

3.

McKinsey, 2010: “How the World’s Most Improved School Systems Keep Getting Better”

Cover Story

W

ere you ever the new student at school? If so, you may be able to recall just how daunting it can be, full of anxious moments and nervous feelings about the unknown. Imagine, then, what this must be like for children who are starting a new school in a new country?

While relocating internationally can be an exciting adventure, it can also be overwhelming for families, and the list of things to think about and manage is long.

Internationally mobile families find ways to support one another and be resilient. Global mobility programmes and policies are designed to provide them with the additional support that they need.

When it comes to education and finding the right school in a city that is unfamiliar, a place where the options may be limited, anxiety levels can rise, simply because assignee parents and their children are not equipped to know where to begin.

Education is one of the main challenges faced by assignees and is a well-known barrier to accepting an international assignment.

If the family is settled, the working parent can be more productive and the international assignment will inevitably have a greater chance of success.

The benefits of getting it right from the start are well worth the effort.

Finding The Right School The process of finding a school in a city you don’t know is not only daunting, but can be frustrating, especially if there are limited options and long waiting lists. In addition to understanding the options available, it is important to consider everyone’s individual needs and requirements in order to make a smooth transition.

Talking To Parents It is just as important to provide realistic information to parents. Parents need to be reminded that it will not be possible to replicate the school that their children are currently attending, and therefore they need to remain open-minded about the process, possibilities and school availability.

There are several ways to help families with the school search process, starting with an educated global mobility team. Be sure that the organisation’s local global mobility team and/or local HR support are up to date about the schools in the host location.

This includes details of changes to curriculum, updates on facilities, administrative changes with the Head of School or Principal, or changes to admissions procedures.

Navigating The MAZE As soon as your organisation becomes aware of an offer of relocation being made to an employee with an accompanying family and school-aged children, it is important to contact the schools (directly or via an educational consultant), to enquire about availability.

If the schools are taking appointments, the next step is to arrange for school visits on the family’s preview trip to the new location. If possible, try to ensure that assignee families are considering more than one school so that they have options when the admissions decisions are released.

What Do Schools Want To Know?

When contacting a school, try to have as much information on hand about a child as possible so that you can be their advocate.

The following list outlines some of the important questions schools will ask: •

What is the child’s previous school experience and what type of school have they been attending?

•

What is the language of instruction of the current school?

•

What is the child’s yeargroup called in the home location?

•

Is the child currently receiving additional support for learning or English as an Additional Language (EAL)?

What is important to the child and the family?

Research has shown that when you ask children about their relocation, they rate their top three issues as leaving friends and family, fitting in and making new friends, and finding the right school so they can do well academically.

Consider asking these questions of the assignee family: •

Size: Are they looking for a small or a large school?

•

Activities: Is it important that the schools offer sports, music or arts?

•

Curriculum: Is the type of curriculum important?

•

Repatriation: How will the school experience affect their transition when it is time to leave?

Continued on Page 24

Provide guidance for the family, but also know the school’s process. It is important to support the school as much as the family; such a partnership will benefit parents.

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Cover Story

Putting Ideas Into CONTEXT D esign Technology in schools has been evolving over the years. By contextualising learning, students are able to see the value of the subject through industry links that highlight possible future career paths.

Studying and working on projects commissioned by real companies who will be assessing students’ designs during their monthly board meeting trains students to manage their time effectively and meet deadlines.

Ryan Ball, Head of Design Technology at Garden International School (GIS) explains.

Students are offered professional advice and opportunity to showcase their work in stores and to the general public. They also get to explain what they have produced in person, making it even more special.

“Each year group at GIS has at least one project where students produce work that is directly linked to a real-life client. Companies with whom we are currently collaborating include Aquaria, WWF, SketchDrive, JW Marriott Hotel and Vagler.

The concept of handing the work over at the end of the project gives students an added pride in their work, as theirs may be the chosen concept this time.

What To Expect?

Schools have a responsibility to support families in transition too. You should feel comfortable challenging schools to offer a high level of support for the children and assignee families. Ensure that all schools provide a formal tour and orientation of the facilities.

The Right Outcome

•

Have a thorough understanding of the family’s needs and preferences

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Pop-up reward cards designed for an Early Years Centre

•

Design & production of items to sell in a company gift shop with profits going to charity

•

Shop-window display designs

•

Sustainable furniture designed for a furniture company

•

Lighting designed for a hotel chain

•

Conceptual design using ‘SketchDrive’ to upload and feedback on their work

Typical Admissions Process

Continued From Page 23

Know as much as possible about the child (needs, interests, previous experiences, current situation, etc.)

•

With a professional designer on-site, students can speak with him and see some of his work while he offers his input, advice and skills in lessons as appropriate, giving students yet another insight into the importance of Design Technology.”

Navigating The MAZE

•

The following projects with real-life links are currently in progress:

In addition to the links with industry, we are also fortunate to have Product Designer Johnno Ellison as designer-in-residence who works from the School once or twice a week.

“Working on projects commissioned by real companies trains students to manage their time effectively and meet deadlines.”

Key to finding the right school for assignee children is to remember that, in addition to the company, there are three vital stakeholders in the process: the child, the family and the school. To satisfy the needs of each, you have to be well-informed:

In other situations, companies offer industry experience, designers give feedback to improve, stores help stock students’ work for trial sales, materials and resources are donated for use and video briefs are used to introduce topics.

•

Step 1:

Step 2:

Step 3:

Visit School for a tour and to gather information

Submit Application*

School Decision – School may ask for further info

Step 4:

Step 5:

Step 6:

Family financial commitment – nonrefundable fee

Orientation arranged by School for student

Enrolment

Have a good knowledge of the available schools (size, philosophy, availability, approach to teaching, approach to new students, etc.)

Once the family finds the right school, the working partnership between the family, the school, and the organisation’s global mobility professionals can bring about a smooth and successful transition for all.

*Typically includes: • Completed application form & fee • Health form • Previous school records • Confidential reference • Parent questionnaire • Copies of passports • Proof of parent employment • Possible onsite assessment

www.crownrelo.com

Cover Story

e s u o H e h T n I r Docto

“NUMed recently became the first university outside of the UK to receive recognition by the General Medical Council.”

A

place at a UK University is in great demand among foreign students, especially those looking to specialise in areas such as medicine. However, not all aspiring students are able to go to the UK to pursue a degree.

Newcastle University, part of the Russell Group, is the first UK University to establish a fully owned international branch campus offering a degree in medicine.

In 2011, Newcastle University Medicine Malaysia (NUMed), a state-of-the-art campus, was launched at EduCity, Nusajaya in Johor.

This followed Newcastle’s move in 2009 to become the first UK University to offer a UK Primary Medical qualification outside of the UK. The undergraduate degrees conferred at NUMed are in Medicine (MBBS) and Biomedical Sciences (BSc).

NUMed was established with the aim of bringing affordable British education to Malaysia. The courses mirror the programmes delivered at the Faculty of Medical Sciences at Newcastle University UK, but at 60 percent of the cost one could expect to incur studying at the UK campus.

NUMed recently became the first university outside of the UK to receive recognition by the General Medical Council (GMC) – the statutory body that registers and regulates doctors in the UK. This is a key milestone for NUMed; it means Malaysians who study medicine at NUMed and carry out their postgraduate clinical training programme in selected Malaysian hospitals, can now apply for full registration as doctors with the GMC, as well as the Malaysian Medical Council (MMC).

Newcastle University Vice-Chancellor Professor Chris Brink says, “The opening of an

international branch campus for medicine and biomedical sciences saw the beginning of a new chapter in our history.”

NUMed aspires to become a leading Southeast Asian centre of academic medicine – building on the University’s strength in medical and biomedical teaching and research. It also aims to support Malaysia’s aspiration to become an international education hub, and a global healthcare player.

Students at NUMed’s campus in Nusajaya enjoy identical training standards and curriculum to those at Newcastle in the UK. Professor Reg Jordan, CEO & Provost of NUMed, says, “Certain aspects have been contextualised to Malaysian circumstances and cultural differences. This has the added benefit of allowing students to adapt very quickly should they elect to spend a period of study in the UK, which is an option open to everyone.

“The courses at NUMed are helping to ensure that those entering the national healthcare industry have been trained to international standards and are ready to take on the challenges and help the country meet its growing healthcare needs,” adds Jordan.

Newcastle has been confirmed by the Leiden Ranking as one of the leading universities in the world for medicine.

“This is a highly respected international ranking of research performance which placed our Faculty of Medical Sciences in the Top 50 in the world for biomedical and health sciences. Our first graduating junior doctors now embark on new careers inspired by a rich tradition,” notes Professor Chris Day, Newcastle’s Pro-Vice-Chancellor for the Faculty of Medical Sciences.

Those graduating from the BSc Programme go on to take up a wide variety of careers from pharmaceutical developers to scientific journalists. Some 95 percent of students are either employed within six months of finishing the programme, or move on to study higher degrees such as PhDs. Graduates of the MBBS Programme become eligible for provisional registration as a doctor with both the GMC and MMC. The successful completion of the house office training programme in one of five Malaysian hospitals allows the trainee doctors from NUMed to convert their provisional registration to full GMC registration.

The five hospitals currently in the scheme are Hospital Sultan Ismail, Hospital Sultanah Aminah and Hospital Kluang in Johor, and Hospital Queen Elizabeth in Sabah and Kuching General Hospital in Sarawak.

“The GMC recognition is a testament to the high standard of training that is being delivered. We are delighted to be working with the Malaysian Ministry of Health to introduce this programme for the first time to and believe it will support Malaysia’s commitment to develop quality healthcare services across the country,” adds Jordan.

“NUMed has a long-term commitment to Malaysia and we are very proud of what we have achieved so far. We were the first UK University outside of the UK to offer a UK Primary Medical qualification, the first to establish a fully owned international branch campus for Medicine in Malaysia and we are the first overseas programme to receive GMC recognition! We are excited that we have created a new generation of ‘tomorrow’s doctor’s’ trained by a UK university abroad.”

www.ncl.ac.uk/numed Issue 1 - 2016

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Cover Story

Building Learning POWER

By Margaret Rafee Principal, Sri KDU International School

T

o be successful leaders in the future, today’s students will need to be able to think “outside the box”, thrive beyond their comfort zone, manage change, make ethical decisions and have high levels of emotional intelligence.

At Sri KDU® International School, where the strapline is “Tomorrow’s Leaders, Here and Now”, some students have the potential to become CEOs of the most successful companies around the globe or advise and lead the organisations at the forefront of economic growth. However, they learn, right from Year 1 to Year 13, that it will take more than top examination scores to enter elite universities or to be successful in the world of work.

Alongside academic achievements, there is a strong focus on developing student leadership and character building. Through the curriculum, co-curricular learning and ethos, students are equipped to have all of the skills and values to match these traits of the successful leader.

“Building Learning Power” is a teaching methodology developed by Professor Guy Claxton in the UK but is now exported all over the world. Lessons are designed to develop at least one of the four learning habits: Resilience, Reciprocity, Resourcefulness, Reflectiveness; students understand that intelligence is not fixed and that by practising these four learning habits, they will achieve more.

Newcastle University A top UK University here in Malaysia

Offering Medical and Biomedical Science programmes

Students have the opportunity to lead lessons or projects so that they need to collaborate with others. They learn to take on different roles, sometimes working in unfamiliar ones, helping to communicate well and persevere.

A recent example of this is a Year 8 (12/13 years old) Geography lesson where, as part of a unit on floods, students were put into groups, with iPads, to research the causes of the 2014/15floods on the east coast of Malaysia. The students take different roles and present their conclusions from different points of view. They try to persuade those taking the role of relevant authorities to do the right thing. A lesson like this develops all of the 4Rs and helps students to think about environmental issues and ethical decision-making from an early age.

Today’s students will most likely have access to technology in their working lives that has not even been invented yet. To prepare them for this future, they learn to evaluate when it is best to use technology and when it is better to use more traditional approaches - such as talking to people.

Technology is not used everywhere throughout the school but is used when it is the most appropriate tool.

The usual structures to provide leadership opportunities are in place, such as a Prefect system, House Captains and Sports Leaders but there are many other opportunities through co-curricular learning, for all students, to develop the “soft skills” needed to be highly successful people.

This progamme takes place weekly, within the school day, and is not an optional extra.

Activities are grouped into Creative, Active and Service areas in line with the IB and Duke of Edinburgh Award progammes. Students are required to take a range of activities and are encouraged to choose something outside their comfort zone.

Great opportunity for periods of study in the UK

UK Malaysia Singapore

MBBS Bachelor of Medicine and Bachelor of Surgery (R/721/6/0046) BSc (Honours) Biomedical Sciences N/720/6/0035) Foundation Certificate in Biological and Biomedical Sciences (N/010/3/0361) MBBS : Recognised sponsorship by the JPA,MARA and Yayasan Khazanah MBBS & BSc: Registered for PTPTN Loans. NUMed Merit Award available.

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For further information please visit: www.newcastle.edu.my or contact: Email: enquiries@newcastle.edu.my Tel: 07-555 3800

NUMed Malaysia Sdn Bhd, (792091W), No.1, Jalan Sarjana 1, Kota Ilmu, Educity@Iskandar, 79200, Iskandar Puteri (formerly Nusajaya), Johor.

The entrepreneurial, project management and team-working skills taught are applied by students when they take on complete responsibility for major projects such as the annual Paramount Championship, a huge whole school talent competition. Students also develop a sense of social conscience through the Eco-School project and charity fund-raising.

www.srikdu.edu.my

Cover Story

All A-BOARD Senior School teaching staff, Housemasters and Housemistresses, together with tutors and their families, live on site. There is also a Prefect system, modelled on the successful structure at Epsom College, within both the school and the individual Houses.

Epsom College Malaysia Headmaster Martin George speaks to BMCC about progress to date.

W

ith a long history of educating Malaysians and other international students in England, Epsom College opened its doors to students in Malaysia in September 2014. It is the first overseas campus for the 161-year-old institution from Surrey, England. Located on a 50-acre site at Bandar Enstek, south of Kuala Lumpur, the co-educational boarding and day school follows the British National Curriculum with all teaching in English.

In addition to full boarding, weekly boarding, which was pioneered by Epsom College in the UK, is an option. This is proving to be popular with parents who want a British boarding lifestyle for their children without having to travel long distances.

The Senior School campus, developed on a green-field site, comprises hi-tech, environmentally-friendly buildings, with specialised facilities for music, drama and sport, the latter including floodlit astroturf pitches, sports halls, a swimming pool and hard courts. There are also dedicated science, art, design and ICT facilities.

“The first year at Epsom College in Malaysia has been an extraordinary one. The steady and substantial growth of pupils is most encouraging and allows us to develop our academic and co-curricular programmes in the most creative and dynamic manner.

“There has been an abundance of notable achievements. Perhaps most pleasing has been our first set of public examination results. At iGCSE, our students achieved an outstanding 96 percent A*/A grades. At AS, using the Cambridge Examinations Board, we recorded over 70 percent A/B grades.

“Our sports teams have developed and achieved some notable results, including tournament victories in netball and basketball in Penang and at Epsom. In music and drama, there have been some amazing performances, including Arabian Nights, a Midsummer Night’s Dream and the Globe Theatre’s production of Hamlet as part of their World Tour.

ing developed alongside a fiercely contested programme of inter-house competitions.

“Now, in our second year, we are looking forward not just to more of the same, but development of new initiatives, such as our 18 Month A Level Programme, our English Language Programme, our Mother Tongue Programme, our Sports Academy, our first university applications and many new cocurricular activities.

“We are also looking to explore the development of our already impressive facilities, to build on what already exists and to provide capacity for future growth.”

Boarding Life Boarding and pastoral care are central to the life of Epsom College and the Houses are the focal point of the pupils' lives at the College.

“Boarding is an exciting, enjoyable and enriching way of growing up. Students learn a lot about themselves and other people; they learn how to live and work with others and how to be part of a community.

Boarding instils self-sufficiency and confidence, which develops independence that prepares students for the world beyond school.”

“Our thriving House community has been a defining feature of this first year, with outstanding spirit be-

Each Boarding House has a Housemaster or Housemistress, all of whom have many years of UK boarding school experience and they have overall responsibility for the pupils in their care.

They live in accommodation within the House, and are assisted by a team of experienced and dedicated resident tutors, providing boarders with a warm, homely and supportive atmosphere.

Continued On Page 29 Issue 1 - 2016

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Cover Story lecture theatre and alternatively be delivered via a range of channels. These include dedicated tutorials, timetabled and facilitated learning groups, interactive seminars, electronic resources and support material, formative practice opportunities, surgery sessions and guidance from senior peers.

Lecturers must expand from mere ‘disseminators’ to ‘facilitators’, with a focus on fostering a more holistic learning environment which encourages the practical application of legal knowledge as opposed to mere skills acquisition3.

Students must learn to conduct both peer and self-assessment and to reflect on their individual and collective learning needs, to actively and effectively engage with the learning process4.

By Dr Greta Bosch Director of Education University of Exeter Law School, UK

THE LAW: T

he Higher Education legal curriculum is urgently in need of reform. Today’s competitive global market place dictates the need for a problem based, student centred and research focused approach.

This type of approach has been developed and implemented by medical schools in the US and Canada since the 1960s1.

It is an education and learning strategy that focuses around the solving of a problem through practical application of knowledge and skills, which supports active, in-depth learning2 and prepares students effectively for the challenges they will face post-graduation.

This new model is driven by the evolving nature of legal education - which requires law degrees to be more career orientated, by the changes to the legal services market nationally and internationally (with new benchmarks for qualifying law degrees), and by the demands of cross-border job opportunities.

The Solicitor Regulation Authority UK consultation on ‘Training for Tomorrow: assessing competence’ was conducted in response to the 2013 Report of the Legal Education & Training Review (LETR) in the UK, which called for a greater focus on regulatory attention on the standards required of solicitors both at qualification and on an ongoing basis.

Similarly, the Bar Standards Board consultation, which closed in July 2015, focused on the Future Bar Training Programme and looked at how education and training for the Bar can be made more consistent.

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A New Way To Study

As part of this, a Professional Statement is being developed which will describe the knowledge, skills and attributes that all barristers should aim to have at the point of being issued a full practicing certificate.

Part One of this Statement concerns the academic stage and to what extent it can contribute to the achievement of the BSB Professional Statement requirements.

The underlying academic ethos behind this approach to studying the Law is to combine academic rigour with legal practice skills, as required by the profession, and the wider employability sector. The new curricula should foster an innovative learning culture which treats LLB students as partners, problem solvers and communicators.

With an intake of high quality students, a Law school should be able to calibrate student learning at this higher level, resulting in more confident, employable and highly skilled graduates.

A New Legal Curriculum Given the mounting competition among graduates in today’s employability market, it is simply not enough for students to possess an excellent knowledge of the Law. An exceptional graduate must also display excellent communication, robust and ongoing self-assessment skills, critical reasoning and problem-solving ability and the capacity to confidently apply their legal knowledge to resolve new problems.

It is argued that these skills can be cultivated through a unique curriculum structure which sees education delivery traverse the

New Structures The new-style legal curriculum strives to achieve enhanced ‘student centred learning’ through fewer large-scale lectures and greater emphasis on academically-supported individual and small group preparation5.

Timetabled learning groups at Year One level enable students to apply knowledge and tools gained within the lecture environment to collaboratively tackle a legal problem.

This knowledge and theoretical application is then tested via academically-supervised debate with other learning groups. The learning cycle culminates with a surgery [above left] which, rather than providing new material, is an opportunity to consolidate knowledge of the topics covered.

This fortnightly structure of a lecture, followed by a small learning group, seminar delivery and culminating in a surgery is offered for each of the core modules, ensuring consistency across the curriculum. Such is the approach adopted by Exeter University Law School.

Under the new structure, the Year One programme constitutes the basis for progression onto further skills acquisition and higher assessment in the years to follow6. The variety of formative opportunities helps students refine their skills in a self-reflective, focused way and identify their own learning needs in an independent manner.

Anticipated Outcomes This new, engaging, student-centred and problem-based approach will enhance students’ intrinsic interest in the legal subject

Cover Story “An exceptional graduate must also display excellent communication, robust and ongoing self-assessment skills, critical reasoning and problem-solving ability to resolve new problems.” matter, promoting deeper learning. Students will develop and refine crucial skills such as communication, problem-solving, and self-directed further study, ongoing reflection and self-assessment.

Achievement and progression will increase, as students maximise their potential. Upon graduation, students will have developed sophisticated problem-solving skills, be able to draw on a profound, sustainable knowledge resource, which they have learnt to develop independently, and to communicate this knowledge effectively.

Today, a Law degree is no longer enough to guarantee a career. In addition to disciplinary expertise, graduates from a reformed Law curriculum will be able to evidence additional graduate attributes - such as personal and intellectual autonomy.

These essential skills will enable future Law graduates to compete effectively and make an impact in the global market place; to graduate with the building blocks for a successful and fulfilled career, regardless of whether this is within or outside of the legal profession.

www.exeter.ac.uk

All A-BOARD Continued From Page 27 “Overall, some 95 per cent of Epsom College staff live on the campus, many with huge experience of UK boarding schools and they have made an invaluable contribution to the caring atmosphere prevalent throughout the school.”

For those who stay at weekends, a wide range of activities is provided, such as sports, musical and drama events; cinema trips; barbeques and whole school dinners and activity trips.

Experiential Learning In October, Epsom College became the first school in Malaysia to become a member of the worldwide organisation of Round Square. Round Square schools incorporate the pillars of the IDEALS – Internationalism, Democracy, Environmental Stewardship, Adventure, Leadership and Service - into their curriculum.

Dr Greta Bosch: G.S.Bosch@exeter.ac.uk A member of the UK’s elite Russell Group and a Global Top 100 institution, University of Exeter is one of the leading UK institutions to pioneer a new style of legal education.

1. C E Engel, “Problem Based Learning” in K R Cox and C E Ewan (eds), The Medical Teacher (Edinburgh: Churchill-Livingstone, 1982), pp 94-101; M Gordon and K Winsor, Report on Problem Based Learning and its Relevance to the Practical Legal Training Course (Sydney: The College of Law, 1989).

5. Bee Chen Goh, “Some approaches to student centred learning in legal education, in: The Law Teacher 28 (1994), 159, cited in Baron, P, “Deep and Surface Learning: Can Teachers Really Control Student Approaches to learning in Law”, in: The Law Teacher, Vol. 36, Issue 2, 2002, pp. 123-139.

2. J. Biggs “Teaching for Better Learning” in Legal Education Review 2 (191), p. 138, and “Learning to Teach in Higher Education”, Routledge, London 1992.

6. Rigg, D, “Embedding Employability in Assessment: Searching for the Balance between Academic Learning and Skills Development in Law: a case study”, in: The Law Teacher, Volume 47, issue 3, 2013, p. 404.

3. Wood, S, Woywodt, A, Pugh M, Sampson, I, Madhavi, P. “Twelve Tips to revitalize problem-based learning”, in: Medical Teacher, August 2015, Vol 37, issue 8, pp. 723-729.

4. Rue, J, Font, A, Cebrian, G, “Towards highquality reflective learning amongst law undergraduate students: analyzing students’ reflective journals during a problem-based learning course”, in: ‘Quality in Higher Education, July 2013, Vol 19, issue 2, pp.

191-209.

7. Clough, J, Shorter, GW, “Evaluating the Effectiveness of Problem-based Learning as a Method of engaging Year One Law Students”, in “The Law Teacher”, issue 3, December 2015, pp. 277-302.

8. Bentley, D, Squelch, J, “Employer Perspectives on Essential Knowledge, Skills and Attributes for Law Graduates to Work in a Global Context” in: Legal Education Review, Vol. 24 Rev. 93, 2014, pp. 93–114.

There are over 125 Round Square schools around the world and these schools work together to offer cultural exchanges to their pupils, service projects and year group conferences.

“Our first exchange was with St Philips College in Alice Springs, Australia: we welcomed their student Chloe and our Epsom pupil Naomi spent her summer holidays trekking to Uluru, attending classes and meeting new friends from the Outback.”

The second exchange pupil will travel to Beaconhurst School, Stirling, UK and then will spend 3 weeks at Epsom College in the UK. “Busy family lives and the increasing need for working parents to travel means that a boarding school, which provides a stable educational environment and a relaxed and friendly home from home, is invaluable. The family time spent at home during weekends and holidays is then so much more valuable and enjoyable.”

www.epsomcollege.edu.my Issue 1 - 2016

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Cover Story Trade Talk

Learning AGILITY O

ver the last decade, technology disruption has seen many CEOs, managing directors and senior executives opting for mentorship learning and collaborative leadership in order to steer their organisations effectively.

Many of them rely on advice and guidance from super-senior executives who have amassed a wealth of knowledge and experience in being corporate leaders.

Recognising the growing need for C-suite executive development in Malaysia and across the region, K-Pintar set up a department dedicated to delivery of insightful, hands-on, internationally-recognised certification programmes. It has since partnered with a number of renowned executive leadership institutes to offer such programmes.

CRANFIELD UNIVERSITY’S SCHOOL OF MANAGEMENT Cranfield Asia Executive Leadership Programme (CAELP) now in its fourth instalment NEXT PROGRAMME: April 2016, Bangkok Cranfield Global Leadership Programme (CGLP) also in its fourth year NEXT PROGRAMME: May 2016 London

A

n Executive Coaching Survey conducted in 2013 by Stanford Grad-

uate School of Business - Centre for Leadership Development Research, Stanford University - Rock Centre for Corporate Governance, and The Miles Group - Talent Strategies for WorldClass Performance, polled over 200 CEOs, including board of directors and senior executives of North American public and private companies.

66%

confirm they don’t receive coaching or leadership advice from outside consultants

100% say they would be receptive to making changes when given feedback.

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Both programmes deliver modules through experiential learning, extending relevant insights into current issues and challenges in business today.

C-level participants are able to put these insights into immediate practice on return to their positions, complete with a Cranfield alumni membership.

THE CEO INSTITUTE OF MELBOURNE, AUSTRALIA The world’s first global certification body for CEOs, offering a manifesto that cements the basic concepts of mentorship in collaborative leadership through its programme: The Future CEO. It addresses the need for talent development alongside succession planning.

Ken Gunn, Chairman & CEO of The CEO Institute says: “K-Pintar was only the second organisation in the Asia Pacific Region to be granted a licence for the Future CEO programme, and the first to secure Government funding for the programme’s participants.”

EUROPEAN SCHOOL OF MANAGEMENT & TECHNOLOGY (ESMT), BERLIN The first ESMT Smart Business Leaders programme was held at the Berlin campus last September, hosting 20 small and medium-sized enterprise CEOs. The greatest benefit of this programme is the business match-making segment in which participants had direct contact with top company CEOs, representatives of German and Berlin-based companies for possible joint ventures in South East Asia.

Mahzan Teh, Director of Kolej Kemahiran Tinggi MARA (KKTM), Johor, who participated in the programme, found it to be highly beneficial, lending key insights as to the importance of strategic and high order thinking that would enable him to apply his learning to create an innovativethinking environment.

K-Pintar CEO RA Thiagaraja believes that management theories and practices that focus on business leaders delivering results across organisational boundaries through collaborative leadership make for a positive community impact.

H

arvard Business Review recently published findings of an inquiry into an emerging way in which new CEOs in large organisations gain access to seasoned counsel and feedback.

Conducted by leading academics from Cranfield University and Seattle University’s Albers School of Business & Economics, the study found dozens of executives were accelerating their learning by engaging the services of high-profile veteran leaders from outside their companies.

Of the 45 CEOs surveyed:

71% said they were certain that

company performance had improved as a result

69% reported that they were making better decisions

76%

felt they were more capable in fulfilling stakeholder expectations

84% credited their experiential

learning in helping them avoid costly mistakes and becoming proficient in their leadership roles faster

“There is no ‘down time’; we are bombarded with information 24/7. These fastpaced changes have made it inescapable for business leaders to review their approach and go beyond the existing market dynamism. This requires senior executives and C-suites to develop learning agility and be pliable strategists while driving growth, managing crises and finances efficiently to maintain the health of their organisations.”

About K-Pintar Core programmes covering four main areas in Executive Development, Professional Certification, SME Enhancement and Graduate Capability Development.

Partner Organisations: Cranfield University, CEO Institute, European School of Management and Technology, SAP, PROSCI, International Institute of Business Analysis (IIBA), EXIN, EMC² for Big Data Certification, Australian Human Resources Institute (AHRI), Kaplan and Speexx of Germany.

Class A Licensed by Malaysian Human Resources Development Fund (HRDF).

www.kpintaracademy.com

Trade Talk

Issue 1 - 2016

11

Cover Story

PASSPORT To Higher Education T

an Sri Dato’ Seri Dr Jeffrey Cheah, the founder of the Sunway Group and all its many ventures, firmly believes that higher education is vital to the progress of the country. As such, he has been heavily involved in the sector for the past 30+ years, when Sunway College was first established in 1987.

The Sunway Education Group is owned and governed by the Jeffrey Cheah Foundation (JCF), a first-of-its-kind and unique structure within the field of private higher education in Malaysia. To date, The Foundation has awarded scholarships in excess of RM210 million to thousands of deserving students.

This validation ensures that the degrees awarded by Sunway are of an international standard and are on par with those offered

by Lancaster. Graduates receive dual Honours degrees and are awarded two scrolls, one from Sunway and one from Lancaster.

Under the deal, two Oxford professors will be attached with Sunway University. As Jeffrey Cheah Professorial Fellows, they will visit at least once a year for a week to give lectures and seminars in their areas of expertise.

Sunway also offers a wide range of its own home-grown diplomas and postgraduate degrees, as well as an American Degree Transfer Program leading to entry to a wide range of American universities to complete a US degree.

Professor William James, Pro-Vice Chancellor and Fellow in Medicine at Brasenose, is one of the two appointed. He is also a virologist and principal investigator at the Stem Cell Research Institute of Oxford. The other, Professor Mark Wilson, is with the Department of Physical & Theoretical Chemistry.

Through its partnership with the worldrenowned Le Cordon Bleu, Sunway University’s international hospitality management

The Jeffrey Cheah Scholars-in-Residence Programme is being instituted to allow for two academics or postgraduate students from Sunway to reside at Brasenose for four weeks each year for research and study.

The initiatives are in perpetuity and the agreement paves the way for Sunway to excel in teaching and boost research in the areas of medicine and advanced sciences.

This year, Sunway is also working in collaboration with the University of Cambridge, the University of Oxford and Harvard Medical School to host an International Symposium on Precision Medicine, entitled “A Future of Population Health and Precision Medicine”.

This premier event will take place in March.

Tan Sr Srii Dato ato (D ato’(D (Dr) r) R.V R.V.. Nava Navarat arattnam am of officiat offi ciat iating a ing g th the e ope pening of th t e GAPS (G (Glob lobal al Acc Access ess ss to Pos Post-s Po t- eco econd ndary nda ry Edu Educat cation ion)) Conf Confere erence nce..

The original Sunway College has since evolved and expanded and, since 2011, has been a University, offering undergraduate and postgraduate programmes. In line with its mission to become a world-class educational institution, Sunway has built strategic links with top tier partners. Among them: Lancaster University, Le Cordon Bleu International, University of Cambridge, University of Oxford and Harvard.

Through its close partnership with Lancaster University, UK, Sunway’s degree programmes in business, psychology, communications, computing and information systems, and life sciences are validated by Lancaster University.

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and culinary management degrees are accredited by Le Cordon Bleu.

In 2013, a landmark agreement was signed in Cambridge leading to the appointment of two Jeffrey Cheah Professorial Fellows at Gonville & Caius College, University of Cambridge.

The latest collaboration, this time with Brasenose College, University of Oxford, is aimed at elevating teaching and research in Malaysia.

Brasenose is among the oldest and most distinguished of the Oxford colleges. It was founded in 1509 and received a Royal Charter from King Henry VIII.

The QS World university ranking and rating organisation, regarded as one of the most authoritative of its kind, has awarded Sunway University an overall rating of four stars out of a maximum of five in its 2015/2016 QS Stars results. The University was also rated five stars in the categories of Teaching, Facilities and Employability.

The Student Barometer Survey Entry Wave 2014 also revealed that institutions in the Sunway Education Group are achieving high student satisfaction for graduate employment, ranking it as number 1 among 15 Asian Institutions surveyed for ‘Employability’.

Sunway was also ranked number 1 for the overall Learning experience in Malaysia.

Sunway will continue to collaborate on all fronts to uphold the delivery of quality education through its global links and strategic partnerships.

http://sunway.edu.my/university/

Issue 1 - 2016

Cover Story

TECHNOLOGY: To Train & Educate

By David Kelly - Director of Asia Pacific Institute of Marine Engineering, Science & Technology (IMarEST)

W

e all understand the value of education and training, providing us with the knowledge to help start and build upon our careers. Across all industries, if we don’t learn, we don’t grow.

Learning and professional development never stops and play a huge part in the development of companies and industries around the world.

In the current market, specifically in the oil & gas sector, where profits are being squeezed as a result of falling oil prices, the value placed on education and learning cannot be more imperative.

Firstly, how do you maintain knowledge transfer within a business when often cutting staff is the only way for companies to stay afloat? Often, the pressures of cutting staff mean that a company is reliant on fewer people to deliver the same quality output and value to existing order books.

Secondly, how do you juggle current job pressures while increasing knowledge?

Much has been written about the comparisons of instructor-led training (ILT) and web-based training (WBT) and which offers the best value for money and use of time.

The Institute of Marine Engineering, Science and Technology (IMarEST) works across all areas of the maritime and oil & gas sectors to help marine professionals become better, safer and more efficient at their jobs.

The Institute’s training and education arm, the Marine Learning Alliance (www.mla-uk. com), has merged ILT and WBT to offer a blended, distance e-learning solution, allowing those in the sector to learn while they earn.

Technology in this instance provides access to unique online learning and education, where course materials can be downloaded and accessed anywhere via a mobile, tablet or laptop, while still providing interaction with a tutor online.

In sectors such as Oil & Gas, where the majority of employees may be away from the office, technology is making courses more readily available, while providing a flexible learning approach to juggle a busy day job along with the chance to develop further.

So, what are the benefits of blended, distance e-learning?

Availability With course and training materials downloadable onto a mobile device, content can be accessed at anytime, anywhere.

Personal Access to a personal tutor boosts blended e-learning as a method of training and educating because it provides a twoway approach to sourcing information. Not only is the user able to pull information from the learning platform, they can also ask questions and query specific areas of the content to a qualified tutor.

Self-Paced We all seem to be working harder and on more projects, often reducing the time to think about our own learning and development. With course notes, lectures and training modules downloadable and easily accessed, this allows users to pull information when they are ready.

Globally Relevant An online platform can ensure that a programme is rolled out effectively across a number of divisions to multiple employees wherever they may be in the world.

Consistent The global nature of the maritime and oil & gas sector means that the location of employees can be far-reaching.

The ability to deliver a consistent set of modules is vital and allows users to obtain the same sa content and training as their colleagues.

Flexible e-learning in a modular set-up allows companies to enable specific training pieces which can be bolted onto users’ modules, depending on job role and location to suit their needs.

Easy to update and manage Company requirements to training change depending d on the market. Blended d distance e-learning is easy to update, ensuring e that companies can change content and keep employees up-to-date with the latest information. It also helps HR teams to manage a global training programme across a number of geographies and skill-sets.

There has never been a more important time to invest in the training and professional development of staff, and the IMarEST has been working hard to support companies in delivering and recognising professional staff.

Contact info@mla-uk.com to learn more

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Issue 1 - 2016

Cover Story

Building CAPACITY T

he opportunity to embark on a career with a company that has a global presence and a 125-year history in Malaysia alone, in a field that develops solutions for some of the most technically challenging environments around. That is what awaits young people who choose to work at Shell.

It’s a household name, yes, but as Haria Djuli, Recruitment Manager for Shell Malaysia highlights, many are not aware of the attractive opportunities that lie behind the famous logo.

“We are well-known because of our physical presence at the petrol pump. But our operations extend way beyond retail. That’s why we regularly engage with local and international universities to attract the type of graduates Shell needs. Our graduate recruitment programme is an annual activity as we continue to build our future leadership pipeline.”

Year on year Shell Malaysia looks to bring some 60-100 graduates into its programme.

Tang Lik Jin - Jin Petroleum Technologist in Malaysia Having studied in four different countries on three different continents, the qualified mechanical engineer wanted to return to Malaysia.

After finishing his degree at Nottingham University in England in 2011, he joined the Shell Graduate Programme in Malaysia. Just two months after starting on Shell’s Graduate Programme he was given his first offshore assignment.

“Even though it was daunting, I felt supported throughout the assignment.

The fact that I was trusted so quickly really had a positive impact on my confidence.”

“My job is interesting and challenging.

You don’t get the same problems every day and you talk to different people all the time. Their passion, enthusiasm and diversity of culture and ideas make every day a new experience.”

The Graduate Programme at Shell provides those lucky enough to be recruited with a number of options. “It’s not a management training programme. Our graduate recruits are contributing to the bottom line right from Day 1.

They are actively involved in live projects, with the appropriate supervision of course.”

As a means of accessing this talent early on, in September 2015, Shell embarked on a three-year collaboration with Heriot-Watt University Malaysia. The agreement, which follows a similar tie-up between Shell and Heriot-Watt in Scotland, will see Shell sponsoring up to five students a year from Heriot-Watt Malaysia, to complete their degrees and/or masters in Geosciences, Petroleum, Chemical, Mechanical, Civil Engineering.

Currently open to Malaysians only, the Scholarship is awarded based on a number of criteria, not just academic. “We are looking for people with leadership qualities. We break this down into what we call the CAR characteristics. Do they have the Capacity – are they strategic thinkers, problem-solvers? Have they got the ability for Achievement – do they know how to plan to execute? And Relationships – can they collaborate with others and work in a team?”

The first recipients of the new Scholarship are Pavitren Ravindran and Muhammad Ir-

In Malaysia alone, Shell has been involved in projects with some jaw-dropping statistics.

The Malikai Deepwater Project for example [above] has clocked up numerous firsts not least of which is the weight of its integrated platform – a whopping 27,500 tonnes. fan Bin Mohd Iwan Jefry, who were both Foundation students at the University in 2014 and now in their first year of a Mechanical Engineering degree.

The Scholarship Programme is unique in that it is not bonded and students have the option to complete their studies overseas.

There is an internship period with Shell in the penultimate year, during which there is active engagement between the students and Shell leaders. The company of course has the first opportunity to select these students for employment upon graduation.

“We of course look for technically sound engineers, but ones with skills that are geared to the oil & gas sector. But we also want people who are curious about the technology of our industry, how we address the energy challenges of the future. People who are keen to open up their horizons and seek the multi-cultural experience we offer.”

www.shell.com.my Issue 1 - 2016

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Cover Story

Benchmarking For SUCCESS

the first few years of our transition to the new curriculum. It’s had a huge impact on teaching at the school. We know we can benchmark lessons at a higher level, and that many pupils would benefit from being challenged.”

Measuring Maths & English Two years ago, the School introduced the use of Progress in English (PiE), which looks at children’s reading and writing ability, and Progress in Maths (PiM), which tests mathematical skills and concepts.

“Previously, we were uncertain about how well we were doing compared to the children’s peers worldwide, so we needed a standardised assessment to see what progress we were making,” says Peter. “Now we share data with parents to demonstrate how their children are doing against others learning the UK curriculum.”

W

ith an educational heritage going back more than 20 years, Taylor’s International School in Kuala Lumpur first began the transition from a Malaysian to a British national curriculum in 2011. In 2016, Taylor’s will become a full international school. With the exception of Mandarin and Malaysian language lessons, all classes are now conducted in English.

However, unlike most other international schools, here the vast majority of the teachers and the 1,640 students, aged three to 16, are Malaysian. In other words, they are teaching and being taught in a language that is only native to around 15 percent of the School.

Peter Wells, School Principal, says: “Parents wanted more English and a greater exposure to global issues, so we met demand by transforming into an international school at an affordable rate.

“We are keen to keep our Malaysian values, but now we need to benchmark students on a world-wide platform. As a non-selective school, we also need to be sure that prospective students can keep up with lessons taught in English.”

Assessing Ability In 2012, the School began using the Cognitive Abilities Test (CAT4) developed by GL Assessment of the UK. This looks at pupils’ developed abilities in verbal, non-verbal, quantitative and spatial tasks, and helps schools understand likely academic potential. For Taylor’s International, the assessment met several requirements.

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Peter says: “Our School year runs from January to November, but children can join us at any time and from any place. So, we needed something we could use to support our admissions process that wasn’t specifically linked to any one curriculum.

“As CAT4 is an online assessment, results are received instantaneously. We can quickly see a child’s strengths and weaknesses, and this helps to speed up our decisionmaking process about the most appropriate teaching support when it comes to admissions. On a basic level, if a child doesn’t have the language skills to access CAT4, we know they will struggle with lessons taught in English. In isolated cases, when we are unable to offer the child a place, CAT4 gives us useful information for when we talk to their parents and explain why.”

As well as on entry, children are further assessed using CAT4 at crucial education points. Peter explains: “We assess in Year 4 to sum up children’s primary education, Year 7 as they move to secondary school and Year 9, to help with their IGCSE choices.

“We hadn’t expected our students to score as highly as they have, so CAT4 has helped us lift our expectations in

“Both PiE and PiM highlight areas of strength and help us address any points of concern.

For example, we’ve found that the standard of oral English is much higher than written English among our younger pupils, so now we focus our teaching accordingly. The assessments give us a clear marker of the starting point, a target to aim for and a way of ensuring that we get there.”

Successful Transition Peter is confident that CAT4, PiE and PiM have supported the transition. “Their worth to us is undeniable. To my mind, the main advantages are that we can show the value we’re adding, teacher confidence has increased and we now have a system for accurate benchmarking of pupils.

“The assessments give us hard evidence that our teachers can do the job well, now that we are following a British curriculum.

They verify our success and firmly place our School on an international platform.”

Email: international@gl-education.com

www.gl-education.com

Cover Story

ENRICHING Experience

Ceres Lau

“

My experience at Middlesex University was life-changing and abundant. I met lots of great and helpful people, some of whom eventually became my closest friends today. More importantly, I was fortunate to have an inspiring lecturer, who invested deeply in her students with ideas, shaping them into people of great values. Middlesex University is like home away from home for me.

With guidance and encouragement from my tutor, I discovered paper art and fell in love with it. Initially, I was unsure about it but I decided to challenge myself by creating a set of mobile paper toys. This collection was subsequently shortlisted for a prestigious art and design competition in the UK. That was the starting point of my serious pursuit of paper art.

During my time in London, I was employed by one of the top consultancy agencies, serving as a junior designer. Doing my internship with them was one of the many wonderful experiences for me. I was exposed to a great deal of knowledge and met even more amazing people in the field.

Since coming back to Malaysia, I have been a graphic designer and paper artist. Over the last two years, I have produced paper illustrations for the nation’s fashion magazines, featured in art books, staged an exhibition, and created various paper props for photoshoots and weddings. I have also had the opportunity to conduct a workshop at the Rainforest Music Festival.

I have also been working on my own exhibition hoping to shine more light on this beautiful art.

I have recently set up a studio with two good friends focusing on paper art, design and illustration. It has been a tough but fascinating and incredible journey so far. Middlesex University has given me far more than I could have imagined: it provided me with all the skills and life lessons that made me who I am today. The experience has helped me to be more innovative, more creative and definitely more confident.

I hope to use my experience and knowledge to inspire young people to be brave in pursuing their passion in art. To have faith in doing what they love and of course, loving what they do.”

“

Enriching is most likely an understatement to deNabil Aiman Bin Attar scribe my experience as a student at Middlesex University. I am quite sure that my Malaysian peers will agree with me: we all benefited from the experience. And for me, it has enabled me to enter my choice of profession equipped with better skills.

I attended Middlesex for two years studying a BA in Business Management. As a Malaysian, I was faced with a tough decision to know which university to attend, as all higher education establishments promised an enriching studying experience and a bright future in employment.

However, it turned out to be the perfect choice. The studying environment, overall, was five star. The lecturers were well-versed in their respective fields and able to bring unique insights from their former roles in industry. Moreover, they were engaging and we enjoyed quality lectures and tutorial sessions. Consultations with the lecturers were very helpful, providing the opportunity for them to better understand our learning abilities.

The library and other learning facilities are plentiful and wellresourced and the online technology is user-friendly and accessible for multiple purposes, be it borrowing books or paying fees.

Middlesex has many societies run by students and alumni groups.

I joined several as a way of meeting new friends and sharing knowledge among my peers. Middlesex also has various sports clubs and teams, artificial and real courts, and a fitness centre for active students. As an athlete myself, I would say that their facilities are more than capable of nurturing athletes who are interested in entering competitive sports.

Perhaps my happiest moments were at the end of term, when I was successful in achieving favourable grades. It may sound unimaginative to some, but it was a defining moment for me - solid proof that Middlesex was indeed the right place.”

www.mdx.ac.uk Issue 1 - 2016

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Cover Story

INSPIRING Alumni The University of Nottingham has more than 225,000 graduates in the alumni community, a global family originating from the foundation of the University in 1881. Among this number, are more than 4,500 students from over 50 countries who have graduated since 2002 from the University of Nottingham Malaysia Campus. Nottingham’s alumni are to be found across all walks of life, from scientists to lawyers to politicians to sportspeople and entrepreneurs. We take a look at just a few.

YM Tengku Tan Sri Dato' Seri Ahmad Rithauddeen Bin Tengku Ismail A law graduate from The University of Nottingham, and recipient of the Univerity’s Lifetime Achievement Award, he has been Chairman of University of Nottingham in Malaysia since 1999.

After graduating, he began a legal and political career which has spanned more than half a century. He joined the judicial and legal service in 1956 and rose to be Senior Federal Counsel before launching his political career by becoming Member of Parliament for Kota Bharu, Kelantan, in 1965.

He held a variety of senior positions in the Malaysian Government including Minister of Foreign Affairs, Minister of Trade & Industry and Deputy Minister of Defence. He still enjoys an active role in political life.

Molly Fong An MBA graduate of the Malaysia Campus, Molly achieved her MBA while working with Rampai-Niaga Sdn Bhd, the franchise holder of The Body Shop in West Malaysia and Vietnam.

In a career so far spanning more than 15 years with the company, Molly has risen from communications officer, when she joined in 1996, to her current post as CEO. Her rise through the ranks has coincided with the company’s expansion from 16 stores when she started, to some 64 stores today located in major urban centres throughout the Peninsula.

She has been instrumental in rolling out the Stop Violence Against Women campaign, raising awareness and funds for domestic violence. She was presented with the University’s Laureate Award for Alumnus of the Year 2013.

Professor Christine Ennew

The Hon Datuk Dr Prasad Sandosham Abraham Prasad’s association with Nottingham goes back more than 45 years when, in 1971, influenced by the early Malaysian post-war pioneers of international education, he arrived to study Law. On graduating, he was called to the English Bar by the Middle Temple and two years later to the Malaysian Bar. After practising with various law firms, he formed his own practice in 1980, Messrs Prasad Abraham and Associates, which is still thriving today.

A highly respected practitioner throughout Malaysia, his career achievements were formally recognised in 2009 when he was invited to sit on the bench of the High Court as a Judicial Commissioner.

A year later he was appointed as a High Court Judge and was subsequently appointed to the Appeals Court.

Provost & Pro-Vice-Chancellor

Others:

Having joined Nottingham as a PhD student in 1981, she has been at the heart of the University’s ambitious internationalisation programme for the last 20 years. She took a leading role in the development of the University’s pioneering campus in Malaysia as well as providing support for the subsequent development of a campus in China.

Tim Brabants One of Great Britain’s most successful canoeists. A competitor in no less than four Olympic Games, he garnered an impressive collection of medals, including Gold at the 2008 Beijing Olympics.

He is now a practising physician.

Lewison Wood - Modern explorer,

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Professor Graham Kendall

best-selling author and photographer.

Currently Vice-Provost at Malaysia Campus, Graham received his PhD from Nottingham’s School of Computer Science in 2000. He is a member of the Automated Scheduling, Planning & Optimisation Group (ASAP) in the School of Computer Science. His research interests include Operations Research, Scheduling, Logistics, Vehicle Routing, Meta- and Hyper-heuristics, Evolutionary Computation and Games.

Brian Moore - Former England & British Lions rugby hooker, rugby commentator and lawyer.

DH Lawrence - Author of iconic literary works such as Sons & Lovers, Women In Love and Lady Chatterley’s Lover.

www.nottingham.edu.my

Cover Story

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BMCC Members

New In 2016!

BMCC’s Exclusive Sterling Membership

Looking to raise your profile in 2016?

Sign up for our premier level Sterling Membership, providing a range of exclusive benefits and access opportunities Premier showcasing, priority booking and seat allocation at BMCC Events Exclusive Access to high level VIP Networking Opportunities Additional profiling in BMCC print and online media Highly preferential discount rates for BMCC Magazine advertising And many more privileges in addition to our comprehensive packages of regular membership benefits!

Available only to a limited number of companies. Only RM7,500 (excl. GST) To enquire about our membership, email membership@bmcc.org.my BRITISH MALAYSIAN CHAMBER OF COMMERCE LOT E04C1, 4TH FLOOR EAST BLOCK, WISMA SELANGOR DREDGING, 142-B JALAN AMPANG, 50450 KUALA LUMPUR T: +603 2163 1784 / 1786

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F: +603 2163 1781

www.bmcc.org.my

BMCC Members

A warm welcome to our new members!

KPJ Healthcare Berhad (KPJ) Largest leading healthcare provider in Malaysia with network of more than 25 specialist hospitals, plus, two hospitals in Jakarta, one in Thailand and a retirement and aged care resort in Brisbane, Australia. Supported by more than 1,000 medical specialists, hospitals are equipped with state-of-art medical technology and facilities to offer comprehensive set of medical services including cardiac, orthopedics, oncology, bariatric surgery, ophthalmology, dental and reconstructive and plastic surgery, among others.

Four hospitals accredited by Joint Commission International (JCI); 15 accredited by Malaysian Society for Quality in Health (MSQH) (affiliated with International Society for Quality in Health Care (ISQua). Other hospitals are in the process of being accredited. KPJ Centres of Excellence include IVF, Eye Centre, Heart Centre, Rehabilitation Centre, Weight Management, Oncology, Orthopedics and Dental.

Level 13 Menara 238, Jalan Tun Razak 50400 Kuala Lumpur.

Tel: +603 2681 6222 Fax: +603 2681 6888 I www.kpjhealth.com.my

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Euro Petroleum Consultants Ltd Independent consulting company founded in 1996 in UK, providing range of services to oil, gas & petrochemical industries, including PMC, Client Project Engineering, Project Management, feasibility studies, technology evaluation and procurement services. Specialists with extensive experience in Oil Refining and Petrochemicals industry from UOP, Axens, IFP, ABB, Lummus, FosterWheeler, MW Kellogg, Shell, BP, Akzo Nobel, TNK, VNIPINEFT, Basell and BASF. Serving clients in the CIS, Western Europe, Middle East, Asia and Africa. Actitivies also include: Conferences; Executive Placement; Training Seminars; Consulting.

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Tel: +603 8073 7232 Fax: +603 8073 7399 Mob: +6017 873 1276/+880 1713 035 946 I www.europetro.com Patrick Le Floch - Vice President Business Development Asia

Viewsy Ltd Award-winning location analytics company targeting retail sector with a product that is changing the way retailers analyse customer behaviour in-store and grow performance. Provides radically new set of metric driven insights to marketing, operations and executives teams. Customers include well-known fashion and food retailers, shopping mall and multi-site high street real estate operators. Founded by a team from Groupon, Google, NASA and Cambridge with expertise in growing world-class start-ups. Earlier investors include Kima and Qualcomm Ventures. Revenue generating with over £124k (over $175k) in sales bookings by end-2015 after commercial launch in Q1 2015.

Rainmaking Loft, 1st Katharine's Way, London E1W1UN. Tel: +44 7838 126343 Email: odera@viewsy.com I tanja@viewsy.com http://viewsy.com Odera Ume-Ezeoke

Coliseum Sports Media Connecting people to the sports they want to watch. Specialising in delivery of live and on-demand sports content online, via subscription. Launched in New Zealand with exclusive delivery of Barclays Premier League, and then on to the PGA TOUR, LPGA, European Tour, and Top14 Rugby.

Latest offering is RUGBYPASS.COM, now available in 23 countries throughout Asia, bringing the world's greatest Rugby Union and League action, all in HD, direct to subscribers’ TV, tablet, phone or PC. 14 Robinson Road #13-00, Far East Finance Building, Singapore 048545 Tel: +65 8386 5505 Email: sam@coliseumsportsmedia.com | sam@rugbypass.com Tim Martin - CEO (Pictured) Simon Chesterman - Creative Director

Not a member yet? Find out more about one of the most dynamic and connected business networks around! Check out the benefits of our different membership categories! Call 03 2164 1784 or visit www.bmcc.org.my now!

Issue 1 - 2016

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Members News To kick-start its 70th Anniversary celebrations, the Alice Smith School recently hosted an inaugural Alumni Get-together in London. At the get-together, which was attended by former students spanning the seven decades of the School’s history, Morwenna Franssens was appointed as the School’s first Alumni Ambassador for the European region. Morwenna will support the growth of alumni activities both socially and professionally and play an active role in the development of the School.

Karen Kwong, class of 1984-1986, said. “It was great to see so many people and to hear more about the School’s history, as well as where it is today.

Although it is a far different place from when I was there, it has retained much of its original spirit.” Karen is CEO and Founder of RenOC, an Executive Coaching & Organisational Consulting firm in UK.

Alice Smith School Hits 70th Year Launches Programme Of Celebrations

Crown Appoints New MD For Malaysia Crown Worldwide Group has announced the appointment of Leon Hulme as Managing Director of Crown Malaysia. Based in Kuala Lumpur, Leon will be responsible for the performance and future growth of Crown operation across Malaysia. He will report to Ken Madrid, Crown Worldwide’s Asia Pacific CEO. Leon first joined Crown in Malaysia in 2000 and has held a variety of roles in several Crown offices since. This includes positions in Hong Kong, Japan, Korea, and most recently Thailand, where he served as Country Manager.

Peter Foskett, class of 1966-1969, added, “It was a great opportunity to meet friends whom I’ve not seen for 40 years and I’m glad to be part of this lively, wonderful school and community.” Peter is currently Head of a team of lawyers specialising in the development of commercial property in Swindon.

The line-up of events in the coming months will culminate in a Platinum Gala Ball on Friday, 11th November at the Majestic Hotel, Kuala Lumpur. The School will also be celebrating the actual anniversary date on Tuesday, 1st November, marking the 70 years since Founder Mrs Alice Smith held the first class in her living room in Jalan Eaton in 1946.

Email marketing@alice-smith.edu.my Above: Alumni, Peter Foskett and John Fletcher reminiscing with Alice Smith Head of School, Roger Schultz (far left).

Commenting on his new appointment, Leon said: “I’m delighted to have returned to the location where my career with Crown began some 15 years ago. When I joined, I recall setting a personal goal to return one day as Managing Director. Achieving that goal is hugely satisfying, and with the wealth of experience and talent that has remained and with the new talent that has joined, there is a very bright future ahead for the organisation.” www.crownworldwide.com

First Of A Kind Duty Of Care Framework Launched By International SOS For Malaysia As more companies operate internationally to grow their businesses, employees are being sent on longer and sometimes higher risk international assignments. With the ever-changing global health and security landscapes and the threat of pandemics and terror attacks, employees need to be protected when they travel overseas for work.

Want to see your business news featured? Send with accompanying image to editor@bmcc.org.my

As such, International SOS Foundation has pioneered the first of its kind Duty of Care framework for Malaysia covering safety, health and security.

Launched in KL in December 2015, in collaboration with leading local law firm Shearn Delamore & Co, and the Malaysian Employers Federation, the white paper provides strategic guidance for Malaysian companies to identify, mitigate and manage medical and security risks of their international business travellers and assignees.

The Conference covered a range of topics including: Duty of Care and Return on Prevention; Legal Overview and; Proactive Approach to Travel Health and Security Risks. www.internationalsos.com

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Members News Palermo

British Airways’ Top 6 for 2016 Culture, City Chic & Quirkiness The six top destinations in Europe and UK for culture seekers, city jetsetters and beach dwellers to visit in 2016 have been revealed by British Aiways’ team of travel experts. All are within easy access through the airline’s extensive network.

Madrid, Spain Cultural treats with historic museums and Golden Triangle of Art. Local restaurants for sangria and tapas.

Reykjavik

Cornwall

Biarritz, France Elegance and activity combined. Located on the coast and popular with surfers all across Europe.

Cornwall, United Kingdom Home to the Eden Project, a fascinating and fun place for all the family, as well being the source of the original Cornish pasty, a traditional delicacy.

Lisbon, Portugal Combining capital city chic with relaxing beach vibe. Soak up the atmosphere at one of the many restaurants or cafes on the Promenade.

Reykjavik, Iceland Dramatic volcanic landscapes of lava fields, geysers, glaciers, waterfalls and black-sand beaches, plus the chance to witness the unique Aurora Borealis polar lightshow.

Palermo, Italy Capital of Sicily, rich with culture, history and charm and renowned for its local restaurants, as well as authentic, affordable street food.

Travellers can fly from Malaysia to UK on the latest Boeing 787-9 Dreamliner, complete with the new luxury First experience, then onwards via stressfree connections to multiple destinations. www.ba.com

WTW Issues 2016 Report With Detailed Reviews of Sector CH Williams Talhar & Wong has launched its 2016 Property Report, a comprehensive review of market performance dur during 2015, toget gether with featur ture articles on the MICE Sector, Ma Malaysia’s Plan fo for Infrastructu ture and Afforda able Housing a and the Market O Outlook for tthe Oil Palm SSector.

KL Convention Centre Marks 10 Years In Action With High Profile Events & Multiple Awards Kuala Lumpur Convention Centre saw 2015, its 10th year of operation, peppered with international high-profile events and industry awards.

Among the events staged at the Centre were: Global Food Safety Conference; 18th Human Genome Meeting; 26th and 27th ASEAN Summit and Related Summits, attended by regional and global leaders [pictured]; and the 128th International Olympic Committee Session, to name a few.

These contributed to the Centre’s 2015 total of 1,230 events which attracted close to 1.8 million delegates. Since opening, the Centre has hosted some 11,200 events, welcomed close to 19.4 million delegates and contributed over RM6.1 billion in economic impact to the economy.

The Centre also received the highest ever number of awards in a calendar year. These included Expatriate Lifestyle Malaysia’s Best of Malaysia Awards for ‘Best MICE Experience’; the ‘Purpose Built Convention & Exhibition Centre Award For Excellence’ at the rAWr (Recognising Award Winning Results) Awards – both of these for the second year running; Best Conference Venue in the inaugural Asia Pacific MICE Awards 2015, and its first International Association of Convention Centres (AIPC) Innovation Award for TenOnCall, as well as various industry recognitions and culinary awards.

Also on the horizon is the Centre’s expansion to the adjacent Lot 91 development. Scheduled for completion in 2018, the extension will provide an additional 10,000 sqm of flexible and multi-purpose space.

Go to www. wtw.com.my to download. www.klccconventioncentre.com

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In The Spotlight

Tackling The Challenge: An Ageing Population Before addressing a packed auditorium of professors, business leaders, lecturers, students and Tan Sri Jeffrey Cheah himself at Sunway University’s Jeffrey Cheah Distinguished Speakers Series, on the crisis of an ageing population, eminent gerontologist Professor Khaw Kay-Tee sat down with BMCC for an exclusive interview.

Malaysia was ranked #33 globally for the highest number of deaths annually related to heart disease and obesity. What are the main reasons and how can we overcome this?

It’s common to attribute coronary disease to the extensive variety of food in Malaysia, which although lovable, is not always nutritious. Traditionally and historically, our diets here were healthy because they were moderate. Malaysia is known for its large consumption of rice, just like Japan.

However unlike Malaysia, Japan’s population has one of the longest life-spans in the world. The diet is primarily rice-based dishes but prepared in simple and healthy ways.

If Malaysia didn't have this problem before, and we do now, it’s not a genetic factor but rather an environmental one. And, if we crawled our way into this adversity due to life choices, we can certainly climb back out of it.

Many people hit the gym several times a week and consider themselves as active and fit. But, we should also view exercise not just as when we choose to be physically active but more importantly, how we can be.

Such as walk or cycle rather than drive. Use the stairs, rather than taking the lift. It’s about incorporating physical exercise into your everyday routine rather than designating a time and place to do it.

tain foods. In developing countries, higher income citizens often have better access to imported foods, which aren’t necessarily more wholesome, whereas it’s easier for lower income groups to access high carbohydrate and cheap trans-fat foods, because such food is subsidised and inexpensive to produce or transport. In an urbanised environment, fresh fruit and vegetables are more expensive than processed food due to distribution costs. In rural areas, you’d just plant your own crops.

It’s a big challenge for all developing countries to handle urbanisation in a sustainable, environmentally friendly way. Pollution is a major repercussion of urbanisation and is severely damaging, causing increases in inflammation and risks of heart and respiratory diseases.

Decades ago we conducted studies in Kenya where we moved some natives from rural villages with no heart diseases and lowblood pressure to the urban city of Nairobi.

Within three months, their blood pressure was sky high and they started developing high risk of stroke.

In a country like Singapore, with a growing and ageing population with no land, the only way you go is up. Malaysia is a little more fortunate in terms of available space.

However, we are witnessing a surge in urbanised cities outside of Kuala Lumpur.

So, when we talk about urbanisation, we have to ask questions such as ‘what makes a healthy city’ and ‘what do we need?’ The answer is “we need green open spaces, affordable and convenient access to fresh fruit and vegetables, as well as clean air which would require strict environmental controls.”

As a Gerontologist, what are your concerns and approaches to handling an ageing population in Malaysia?

First and foremost, we can’t make any generalisations about what is desirable in old age. In the west, as people get older what they want is independence. In Asia, the elderly often yoke old age with the ideal of having all their children and relatives around to support and care for them. However, this generation of ageing Asians may not be the same as the previous. This generation might have adopted a more western outlook and do not want to be dependant on their children.

As gerontologists, we try to figure out the most conducive ways to manage an ageing population. The research we do is about the postponement of disabling conditions, such as dementia, muscle weakness and heart disease, for as long as possible. People will want to live longer if they’re healthy.

Continued On Page 46

How has urbanisation impacted the dietary well-being and societal landscape of Malaysians?

In terms of urbanisation and its effect on our diet, we see a polarisation between classes of people and their access to cer-

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In The Spotlight

Tackling The Challenge: An Ageing Population Continued From Page 45 ecutive and then drop off the perch when retirement age hits. We have to consider using the skills and experience of the older generation, although they have to accept a difference in status and decline in income.

The challenge we face is that we ARE going to have an ageing population. In 50 years, Japan has gone from 5 percent over 60 years of age to 45 percent. In France, it took 150 years to double the ageing population whereas in Singapore it took only 15 years. Inevitably, the ageing population in Malaysia is going to increase quickly too. We don’t have a lot of time and we’ve got to start implementing policy changes now to support the growing ageing population.

“If Malaysia didn’t have this problem before, and we do now, it’s not a genetic factor but rather an environmental one. And, if we crawled our way into this adversity due to life choices, we can certainly climb back out of it.

This increase in life expectancy is due to healthcare advances. Compared to our ancestors, we are not all dying in infancy, due to infectious plagues or in middle age due to wars. And, because not many of us in developing countries are dying of starvation, many are surviving to old age. Given that we now have an ageing population structure that is completely different to anything recorded in human history, we need to re-engineer society to make sure it is fit for purpose.

We have to think about lifelong education because we can’t have a career structure where you become Chief Ex-

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We also think about intergenerational relationships. In the past, it was 20 juniors to 1 older senior employee. Now it’s 1 senior to 2 juniors. We cannot expect the old working force to support the next generation, hence changes to pension plans and healthcare systems must take place. And once this is implemented, we must then look at maintaining the health in older people. Not just physical but mental health as well.

If it’s things like physical activities that keep the elderly going, or networking and community that give them a sense of purpose, then we have to adjust job structures so that people don’t work till they’re 50 or 60 and suddenly do nothing or go on vacations for the rest of their lives.

They can carry on contributing their expertise but in different capacities such as mentorship, counselling or advisories.

It’s these kinds of policies that the Malaysian and world governments have to be thinking of now to ensure that society is fit for purpose.

About Professor Khaw Kay-Tee: Daughter of the late Tan Sri Khaw Kai Boh, a former Housing & Local Government Minister and Deputy MCA President, Professor Khaw trained in medicine at Girton College, University of Cambridge and St. Mary’s Hospital, London; and in epidemiology at the London School of Hygiene & Tropical Medicine.

She subsequently held clinical and academic posts at University of London and University of California San Diego.

She was the first woman to be appointed to a chair in clinical medicine at Cambridge in 1989, and was conferred a CBE in 2003. A Fellow of the Academy of Medical Sciences, UK, she is also a recipient of the US National Institutes of Health Research Senior Investigator award.

Professor Khaw is also a Jeffrey Cheah Professorial Fellow of Gonville and Caius College and Professor of Clinical Gerontology, University of Cambridge.

Chasing The Holy Grail Once upon a time, the accumulation of a modest sum of money would ensure financial independence and the comfort of knowing that the money itself would generate sufficient income to maintain a good standard of living without having to work again. Graham Howat of PPi Malaysia (L) Ltd explains how this has all changed.

T

he Global Financial Crisis of 2008 marked the end of the partying and the bill finally came in for years of reckless borrowing and spending. It will take many years before the debts are finally unwound; in the meantime we are likely to see continued strains on financial markets as happened during August and September of 2015. And, these strains are set to continue if recent global stock markets performance is anything to go by.

So, how to generate risk-free income from a lump sum? This is particularly pertinent for British expatriates who can now convert their previously locked-up company pensions on reaching 55. The answer to the question is: no investment is completely risk-free.

The options range from very low risk to extremely high risk. Very low risk would be a bank deposit in an international bank in a hard currency like USD or GBP. The issue is that interest rate is close to zero; a deposit in Euro will even incur negative interest.

Your income option with the banks therefore is limited to drawing down your capital. Should you draw say 5 percent per annum of the original deposit, your account would be empty after 20 years, just when you might need the money for medical or long-term care expenses.

Of course, living in Malaysia, you can enjoy a higher rate of interest on a bank deposit. The problem then is the rate of inflation locally and currency risk, although the recent fall in the FX value of the Ringgit has assisted those regularly converting GBP or USD.

Finance File

The problem is that cash will not produce an income in today’s low interest environment. Holding some cash to maintain liquidity is still essential but beyond the cash reserve, where should money go to produce a decent income, and what are the risks?

Let’s look at some of the options.

ANNUITIES These became the mainstay of pension schemes once companies were forced by rocketing liabilities to abandon final salaryrelated pensions. In the UK, prior to April 2015, people were obliged to convert any lump sum pensions on retirement to annuities to ensure they received an income for life. However, annuity rates are closely linked to government bonds. This worked well when interest rates were at reasonable levels but with their collapse since 2008, annuity rates have followed suit.

Complaints about the poor value of annuities led the British government to ‘liberate’ them in 2015 and allow pensioners on reaching 55 to spend or invest the money how they liked, subject to a heavy tax payment except for those who had been living long enough outside the UK and could transfer to a qualifying recognised overseas pension scheme [QROPS].

The other disadvantages of annuities are that the income is fixed for life unless you accept a much lower starting figure. While there is usually a reduced widow’s pension, the annuity dies with the second death and does not become part of your estate.

So, an annuity does constitute a low risk option and provides a guaranteed income for life, albeit a small one. Also, if you are a smoker or in poor health you may be eligible for a higher rate, unlike with life insurance where you would be penalised.

BONDS & STOCKS If you wish to preserve capital and still earn income you could consider the direct purchase of government bonds. USD bonds [Treasuries] or UK bonds [Gilts] will pay close to 2 percent per annum for the duration of a typical 10-year bond.

“Many stocks pay regular, healthy dividends and would produce an income superior to that of bonds with yields of between 3 percent and 6 percent per annum.”

At the end of the term, you get your money back. About as risk-free as you can get.

But, if you want to access the capital before the bond matures, you may get back less than you invested since the capital values will fall should prevailing interest rates rise, as they did, by 25 bp in December.

The bottom line is that you are looking at an income of only 2 percent per annum in USD or GBP if you are risk-averse.

Malaysian 1-year government bonds will currently pay 4.2 percent, reflecting a higher rate of inflation and currency risk.

Higher bond rates can be found by moving into corporate or other forms of bonds but they are less secure.

Global stock markets are experiencing high levels of volatility and are out of favour with many potential investors. Retail investors have an unfortunate habit of buying more when markets are high and selling when they fall. In August 2015, we saw an extreme example in China when inexperienced investors were tempted by high prices to enter the stock market for the first time, only to see a large proportion of the value of their investments disappear over a period of days.

Many stocks pay regular, healthy dividends and investing in these would produce an income superior to that of bonds with yields for example of between 3 percent and 6 percent per annum. There are a number of managed funds that specialise in income producing stocks. That said, the capital values will fluctuate and, while they are likely to rise over time, they can be subject to sharp falls in the interim.

ternative’ investments offering

This is the dilemma of pension fund managers as they must have income to meet pension payments but they must also keep a keen eye on the value of the fund. Trying to manage this dilemma while people are living longer is why thousands of conventional salary related corporate pension schemes have become seriously underfunded and why many have simply collapsed.

temptingly high returns. But,

PROPERTY INVESTMENT

“There is no shortage of ‘al-

these should not be considered for pension or regular income purposes as the risk of losses through illiquidity is high.”

An important asset class but one that also carries risks. On the plus side, there is regular income and the potential of capital gain. But there are risks such as property bubbles, tenant risk, poor rental market, cost of maintenance and repairs etc. A purpose-built buy-to-let investment can

work well, provided it is just one part of an overall income-producing strategy. A target yield might be between 5 percent and 8 percent per annum, but costs may reduce that figure.

OTHER OPTIONS There are plenty of other investment options such as gold and other commodities, collectibles and structured notes. They do not pay income but have the potential for longer term capital gain. As such, they could form part of a diverse portfolio on the understanding that they may provide capital gains to draw on in the future.

There is no shortage of 'alternative' investments on the market offering temptingly high returns. However, these should not be considered for pension or regular income purposes as the risk of losses or suspension through illiquidity is high. The rule of thumb is: the higher the return, the higher the risk. High risk investments such as private equity or even one’s own business should not be included as part of an income-producing plan.

BEST SOLUTION? So there you have it. There is no clear winner. There are indeed options for steady returns with low risk, but the returns are low and some come with strings attached.

Until interest rates rise and markets produce better returns, we should adjust our expectations accordingly.

Achieving long-term financial objectives could mean simply spending less and saving more. Regular savings plans offer a way to get volatility to work in your favour, but they must be maintained for at least ten years to be effective.

For returns higher than those of bank deposits or government bonds, some risk has to be accepted, but this can be managed by diversification and by taking a long-term view. This should provide the best compromise between risk and return.

A suggested best scenario would be a combination of cash, annuities, an investment property and a portfolio of stocks, bonds and commodities set up to provide a regular drawdown. Size is also important to ensure product charges are well-covered when returns are low.

For more details email graham.howat@ppiadvisory.com or call +603 2201 5823

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On The Social Scene

Ushering In The New Year T

he first BMCC Networking Event of the year is always popular as Members gather to catch up after the Christmas and New Year celebrations and usher in Chinese New Year.

This year’s event was no exception as a large crowd came along to Elysium, one of the city’s newest downtown nightspots.

BMCC Chairman Andrew Sill welcomed the guests and gave a brief rundown of some of BMCC’s upcoming events [see Page 7]. Of particular note, is the closer collaboration with the British High Commission on a number of fronts including the GREAT Year of Education.

He also took the opportunity to highlight the new suite membership benefits that are now available following last year’s changes to the Chamber constitution. These include greater scope for members to be involved in Chamber operations.

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On The Social Scene

Ushering In The New Year Continued From Page 49

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Issue 1 - 2016

M A R L B O R O U G H C O L L E G E M A L AY S I A

A Great British Education

Located in 90 acres of South-East Asia Pupils are taught a British curriculum from British educators who know the value of heritage and tradition. For over 170 years Marlborough College has been synonymous with a first-class British education. Now in 90 acres of South-East Asia we

offer our pupils the same opportunity to learn and to grow from the wisdom of those who have gone before them. We are a co-educational Preparatory and Senior School offering an outstanding education for pupils aged 4-18.

Visit: w w w . m a r l b o r o u g h c o l l e g e . m y for details of our forthcoming Admissions events at Issue 1 - 2016 Marlborough College Malaysia on 9th March 2016 and Kuala Lumpur on 15th March 2016

Issue 1 - 2016