MALAYSIA’S NATIONAL EDUCATION PHILOSOPHY (NEP), the guiding system since 1988, emphasises fostering well-rounded individuals for a united and progressive society. However, Malaysia’s education system has been criticised for being too rigid and not adequately preparing students for the demands of the modern world,[1,2] instead, the excessive focus on national unity and conformity may have stifled creative and critical thinking skills needed for 21st-century challenges.

The Malaysian Education Blueprint 2013-2025 was launched to align with Malaysia’s NEP. This comprehensive blueprint emphasises five key aspirations: access, quality, equity, unity and efficiency.

Malaysia’s education system has its successes—most notably the near-full net primary enrolment rate. The government’s commitment to education is also evident in the increased public education budget, which rose from 18.4% of total government expenditure in 2010 to 20.5% in 2021.[3] At 4.3% of Malaysia’s GDP in 2021, this surpasses the average spending of other middle-income countries.[4]

Nevertheless, a recent World Bank report on Malaysia’s Economic Monitor suggests that Malaysia’s education system is experiencing a significant disparity between quantity and quality of education—that is, between the amount of time students spend in school and their actual academic achievements.[5]

Despite dedicating 12.5 years to education by the age of 18, Malaysian students’ learning outcomes only reflect 8.9 years of progress. The data suggest that the Malaysian education system is not efficiently utilising student time, resulting in a shortage of fundamental skills such as reading, writing and mathematics. This lack of foundational knowledge can have far-reaching consequences, including difficulties for students in higher education and future career advancement.

To gain a deeper understanding of the story behind our education system, we have had the privilege of speaking with Chan Soon Seng, CEO of Teach For Malaysia, and Auzellea Kristin Mozihim, coordinator of Hive Educator, a Sabah-based education think-andaction tank. Both have accumulated over a decade of experience in the education sector, with valuable insights into the intricacies of our education system. The World Bank’s report is used to set the foundation of the discussion.

Struggles in Reading, Maths and Science

According to the World Bank report, many children with disadvantaged backgrounds face challenges in their academic performance. 24% of children entering school lack school-readiness foundation. As learning is a cumulative process, weak foundations translate into difficulties with reading, writing and math. By the end of Grade 5, nearly half of students struggle to read and understand a paragraph; and by age 15, Malaysian students are behind their international peers in reading, math and science.

According to Auzellea, one significant issue is the need for more comprehensive teacher training. Teachers in the current system are burdened with high responsibilities, including numerous administrative tasks mandated by the Ministry of Education (MOE). This administrative load leaves them with limited time and energy to focus on personalised training for students. As a result, differentiation strategies, which involve creating tailored teaching materials to meet the diverse needs of different subsets of students, are often neglected. The time constraints make it difficult for teachers to develop and implement such strategies, leading to a one-sizefits-all approach that fails to address the unique learning needs of each student. This gap in training and support for teachers not only affects the quality of education but also hampers the overall development of students.

Auzellea also highlights the importance of MOE initiatives targeting underprivileged children. She emphasises that inputting parents’ salaries into the system would make aid more accurately directed to those who need it the most. This method allows for more precise identification of families and children requiring financial assistance, providing them access to necessary educational materials, support programmes and other resources.

Soon Seng points out that the gap between children from different socioeconomic backgrounds is a common issue worldwide. He notes that many children who do not attend preschool and lack early learning support face significant challenges when they start primary school. Soon Seng’s view aligns with the World Bank report that underprivileged children often enter the education system with a disadvantage, lacking the foundational skills and knowledge that their more privileged peers have acquired. This early gap can have long-term consequences.

Soon Seng echoes the World Bank report on the importance of early intervention and support programmes. By providing access to preschool education and early learning resources, underprivileged children can develop the necessary skills and confidence to succeed. Addressing these disparities requires a concerted effort from government and community to create an inclusive and equitable education system.

New Education System Seeks to Engage Learners

In a significant shift toward a more holistic approach to education, Malaysia’s national examination landscape underwent a transformation in recent years. The high-stakes Primary School Achievement Test (UPSR) was abolished in 2021 to be replaced by a system of school-based assessments. This was followed by the discontinuation of the lower secondary Form Three Assessment (PT3) in 2022.

These changes aim to reduce pressure on students and teachers, allowing for a more well-rounded learning experience. These are viewed by most educators as a largely positive development. With the pressure of standardised exams lessened, Auzellea hopes that teachers will now have the flexibility to create engaging projects that extend beyond the confines of a rigid syllabus. This allows for a more student-centred learning experience, fostering creativity, critical thinking and a deeper understanding of subject matters.

Additionally, the absence of national rankings has shifted the focus away from a purely exam-oriented approach to education. This will enable teachers to cater to individual student needs and learning styles, fostering a more inclusive and well-rounded learning environment.

However, she acknowledges the downside—the lack of measures to assess teachers’ and schools’ performances. The PBD (Pentafsiran Bilik Darjah) system, which includes exams, classroom assessments and projects, may aim for a more holistic evaluation, but it has its shortcomings.

Soon Seng echoes the sentiment that removing high-stakes tests allows for more diverse teaching methods. However, he adds that the exam-centric mindset is still prevalent. Instead, a cultural shift towards mastery-based learning, where student outcomes are measured by diverse criteria and communicated effectively to stakeholders, is advocated. School-based assessment systems can offer a more granular way of assessing student performance, provided teachers are supported in their use.

Large Class Sizes a Barrier to Well-Rounded Learning

Prioritising well-rounded student development requires addressing various challenges within the classroom. One significant hurdle is the student-teacher ratio. Auzellea, for instance, shares her experience teaching in a school with a staggering 2,500 students, and up to 40 students per class. In such large settings, providing personalised attention to individual students becomes nearly impossible.

While MOE has taken steps to address this by ensuring at least one remedial teacher in every primary school, Soon Seng highlights the limitations of this approach. These dedicated educators are often overwhelmed by the sheer volume of students requiring additional support, creating a situation where students who might benefit most from targeted interventions fall through the cracks.

Compounding these challenges is the inflexibility of the current curriculum. Soon Seng added that the rigid structure restricts teachers’ ability to tailor lessons to suit the diverse learning pace and needs within their large classrooms. The one-size-fits-all approach reduces the effectiveness of project-based learning and other innovative pedagogies that require adaptation to the rate of progress of various students.

Soon Seng highlights that an implicit streaming system continues to exist within schools. Students placed in lower proficiency classes often face negative stereotypes and receive less support and engagement from educators. This perpetuates a cycle of discouragement and hinders their academic progress. Moving forward, a shift in mindset is crucial. Teachers need to be equipped with the tools to support students across all proficiency levels.

Shifting Languages in Science and Maths

One issue impacting learning outcomes is the frequent oscillation in the language of instruction for core subjects like science and mathematics. This back-and-forth between English and Bahasa Malaysia has created instability and confusion for both students and educators.

Teachers initially trained in one language may need to adapt their methods to a newly designated language, potentially impacting the quality of instruction. Students who begin learning a subject in one language may face difficulties transitioning to another. Furthermore, this inconsistency creates uncertainties for parents and educators alike.

To this end, both the interviewed educators offer novel solutions. Soon Seng advocates for a dual language programme as a potential middle ground. He acknowledges the disruption caused by previous shifts from English to Bahasa Malaysia, emphasising the importance of learning continuity for students. The Dual Language Programme could potentially ensure that students develop proficiency in both languages while acquiring a strong foundation in STEM (Science, Technology, Engineering and Mathematics) subjects. This approach balances the need for robust language skills with the mastering of scientific and mathematical concepts.

On the other hand, Auzellea proposes allowing students to choose their preferred language of instruction for science and mathematics. This approach recognises the diverse learning styles and backgrounds within Malaysian classrooms, empowering students to take ownership of their learning journey.

The Need for Continuous Teacher Improvement

Research across the globe consistently identifies teachers as the single most influential factor driving student learning gains. Their expertise, dedication and instructional practices have a profound impact on how much knowledge and skills students acquire. Effective teachers create dynamic learning environments, fostering a love for learning and igniting intellectual curiosity among students.

The Malaysian Education Blueprint 2013-2025 aligns with international best practices on teacher quality. It emphasises a multi-pronged approach focused on enhancing teacher effectiveness and professionalism.

While the blueprint does make sound recommendations, the World Bank report suggests that many teachers still lack knowledge and skills such as planning and preparation, establishing a conducive classroom environment, and providing clear and effective communication.

Soon Seng highlights the importance of continuous professional development, noting that many teachers still rely on outdated practices. He calls for better coaching, mentoring and merit-based evaluations, along with exit strategies for underperforming teachers.

Auzellea suggests instead that teachers proactively seek personal development opportunities rather than wait for MOE workshops. She emphasises that there are many online courses available, both locally and internationally, which teachers can utilise.

Should Malaysia Decentralize Teacher Recruitment?

The proposal to decentralise teacher recruitment, shifting the responsibility from national level to individual states in Malaysia, has been widely debated. Proponents hail this as a chance to tailor teacher selection to specific regional needs. However, critics raise concerns about potential inconsistencies, a decline in national standards and increased inequality in teacher quality across different states.

Auzellea was concerned that individual states may lack the resources needed to effectively train and support teachers. A centralised system, she argues, ensures a standardised level of quality across the country. However, she acknowledges the value of state-specific initiatives, such as the successful language programme implemented in Sarawak.

Soon Seng, on the other hand, advocates for a more flexible approach. He envisions a system that allows schools more autonomy in hiring while maintaining central oversight of qualifications. This “middle ground” approach could address shortages in specific regions or subjects by allowing schools to explore alternative pathways for qualified professionals to transition into teaching roles.

Ultimately, the optimal solution lies in striking a balance between national consistency and regional responsiveness. Both Auzellea’s and Soon Seng’s perspectives highlight the need for a nuanced approach that addresses the unique challenges and opportunities that come with decentralisation.

Auzellea calls for stopping the public announcement of SPM results to reduce exam-centric perceptions, and instead support project-based learning and adopt a critical approach to international assessments like PISA. Soon Seng, meanwhile, emphasises faster implementation of the education blueprint’s aspirations and a greater focus on the quality of learning experiences.

Ultimately, bridging the learning gap is essential for Malaysia to cultivate a well-educated, skilled workforce capable of thriving in a competitive global economy. By investing in comprehensive educational reforms, Malaysia can unlock the full potential of its students and pave the way for a more prosperous future.

*Note: Soon Seng invites young professionals and graduates to join Teach For Malaysia, which offers a two-year, fully-paid programme to teach in rural and niche schools. Applications for the 2025 cohort are now open at www.teachformalaysia.org

Footnotes

[1] Malaysia’s education system faces crisis - Expert - Sinar Daily

[2] The problems with our local education system | FMT (freemalaysiatoday.com)

[3] World Bank (2024). World Development Indicator.

[4] Ibid.

[5] World Bank (2024). Malaysia Economic Monitor April 2024. Bending Bamboo Shoots: Strengthening Foundational Skills.