13-10-2024 (KUALA LUMPUR) Malaysia stands at a critical juncture in its educational journey, grappling with systemic issues that threaten to undermine the future prospects of its youth. As the nation aspires to become a developed country, its education system remains mired in political and ideological debates that distract from the core mission of preparing students for the challenges of the 21st century.
The recent poor performance of Malaysian students in the Programme for International Student Assessment (PISA) has laid bare the shortcomings of the current system. Prime Minister Anwar Ibrahim’s acknowledgment that the country “cannot be in denial” about its educational failings is a step in the right direction. However, the path to meaningful reform is fraught with obstacles, chief among them the persistent politicisation of education.
At the heart of the debate lies the perennial issue of language instruction. The flip-flopping policies on teaching mathematics and science in English versus Malay have left both teachers and students in a state of confusion. While Sarawak forges ahead with English-medium instruction for these subjects, the peninsula remains caught in a linguistic tug-of-war. The recent rollback of the Dual Language Programme (DLP) in some schools has frustrated parents who recognise the importance of English proficiency in an increasingly globalised world.
This linguistic debate is symptomatic of a larger problem: the use of education as a political football. Successive governments have implemented sweeping changes to curry favour with various constituencies, often at the expense of educational quality and consistency. The result is a system that lurches from one policy to another, never allowing reforms to take root and bear fruit.
Religion, too, has become a contentious issue in Malaysian schools. The increased emphasis on Islamic education, while important for cultural preservation, has raised concerns about the balance of the curriculum. With 16% of primary school curriculum time dedicated to religious education, compared to just 12% for mathematics and 7% each for science and arts, there are valid questions about whether students are receiving a well-rounded education that prepares them for future careers in science, technology, engineering, and mathematics (STEM) fields.
The introduction of new Islamic modules in public schools, while perhaps well-intentioned, has further fueled the perception that the government is prioritising religious instruction over academic subjects. This trend has contributed to the exodus of non-Muslim students from national schools to vernacular and private institutions, exacerbating social divisions and potentially undermining national unity in the long term.
Teacher quality and motivation remain significant challenges. The World Bank’s “Bending Bamboo Shoots” report highlights the lack of teacher preparedness and effective performance-tracking systems in Malaysia. Despite the ambitious goals set out in the Malaysia Education Blueprint of 2013, implementation has been poor. Teachers are often ill-equipped to adopt modern, participative teaching methods, and the civil service mentality of guaranteed promotions regardless of performance undermines accountability.
The abolition of the Primary School Achievement Test without adequate preparation for alternative assessment methods has raised concerns about maintaining educational standards. This move, while potentially reducing exam stress, risks creating a vacuum in measuring student progress and readiness for secondary education.
As Malaysia looks to the future, it must confront these challenges head-on. The government must find a way to depoliticise education, treating it as a national priority that transcends partisan interests. This requires a long-term vision and the political will to stick with reforms even when they may be unpopular in the short term.
A comprehensive review of the curriculum is necessary to ensure a proper balance between academic subjects, including STEM, and cultural and religious education. While preserving national identity is important, it should not come at the expense of equipping students with the skills they need to compete in a global economy.
Investing in teacher training and professional development is crucial. Malaysia must attract the best and brightest to the teaching profession and provide them with ongoing support and resources. Implementing a fair but rigorous performance evaluation system can help improve teaching quality and motivate educators to excel.
The language issue must be resolved decisively. While preserving the Malay language is important, the benefits of English proficiency in science and mathematics cannot be ignored. A balanced approach that strengthens both languages without constant policy shifts is essential.
Finally, Malaysia should look to successful education systems around the world for inspiration. Countries like Singapore and Finland have shown that it is possible to achieve educational excellence while preserving cultural values. Adapting best practices to the Malaysian context could help accelerate reform efforts.
The future of Malaysian education hangs in the balance. The choices made today will determine whether the next generation of Malaysians will be prepared to lead the nation into a prosperous future or be left behind in an increasingly competitive global landscape. It is time for bold, decisive action that puts the needs of students first, free from the shackles of political and ideological posturing. Only then can Malaysia hope to realise its full potential as a nation built on knowledge, innovation, and unity.
