Reforming Malaysia's education system: A 20-point plan

SHAH ALAM - The Meja Bulat Diskusi Mencipta Resolusi programme titled ‘The Malaysian education system, where did it go wrong after 60 years?’ explored the challenges and potential improvements needed in the nation's education system in line with current transformations.

Featuring the Education Ministry's former Secretary General, Tan Sri Dr Zulkurnain Awang as host, the discussion brought together three panellists: former Education Minister Datuk Dr Mohd Radzi Md Jidin, former Higher Education Deputy Minister Datuk Dr Ahmad Masrizal Muhammad, and Associate Professor Dr Tricia Yeoh from the University of Nottingham Malaysia, specializing in Politics and International Relations.

The panel outlined 20 recommendations for the government to consider seriously. These recommendations aimed to help Malaysia’s education system achieve key goals, including fostering unity in a multicultural society, developing a highly knowledgeable and skilled youth, and strengthening national education policies to be on par with other countries.

The 20 recommendations proposed were:

Boost confidence in the education system and policies

All education policies should have considered constraints and been based on quantitative data. Building public trust in these policies was essential.

Technology-based education policies

Digital technology-based education policies needed to be implemented alongside infrastructural and resource development.

Resolve teacher shortages

Teacher recruitment should have adapted to be more flexible by aligning candidates’ degree specialisations with related teaching fields.

Unify a multiracial society

Establishing school districts with a centralised admissions system aimed to foster racial integration.

Enhance the marketability of National Schools

Improving the quality and reputation of national schools was necessary to increase parental trust in the education provided.

Avoid arbitrary changes to education policies

Policies from previous administrations should not have been changed haphazardly if they yielded positive outcomes.

Neutralise political influence in education

It was urgent to depoliticise the education sector, and new ministers needed to avoid frequent policy U-turns.

Revise teacher transfer guidelines

If teachers felt uncomfortable with assigned placements, others were often willing to fill those roles.

Comprehensive school-based assessment system

High grades or GPA scores alone did not guarantee student success; assessments needed to encompass all aspects of life.

Leverage digital technology for language proficiency

Both teachers’ and students' English proficiency required improvement; mastering English and other instructional languages was vital in the digital age.

Align education with digital technology advancements

Education needed to incorporate interactive learning methods, multimedia applications, and AI technologies more comprehensively.

Strengthen national education policies

Policies must have been stable and clearly defined to produce successful students.

Address non-Malay parents’ concerns about the national education system

Increasing trust in the quality of education could encourage more non-Malay parents, particularly Chinese, to send their children to national schools.

Improve the quality of national and vernacular schools

Enhancing the quality of these schools might have reduced the need for private international schooling.

Elevate teacher quality

Stricter hiring standards, improved ongoing training, and better utilization of exceptional teachers should have been considered.

Reduce teachers' workload

The government needed to address teachers’ administrative burdens so they could focus more on teaching.

Bridge the education gap for indigenous students

Indigenous students faced infrastructure challenges, remote school locations, and discrimination. The government should have sought solutions to prevent them from falling behind.

Increase and improve TVET output

Expanding TVET programs and enhancing the curriculum to meet industry demands were necessary. Reviewing salary structures and career paths, and strengthening industry collaborations was also recommended.

Promote reading culture

While enhancing learning through technology, fostering a reading culture from primary education was essential.

Revamp the curriculum and co-curriculum

The curriculum should have been restructured to focus on values and foundational literacy and numeracy (3Rs) in the early stages. Co-curricular activities needed to be restructured to encourage broader participation, character-building, and physical development.