Sweet 16: Proposal to reduce schooling years draws mixed response

New Straits Times

4 hours ago

KUALA LUMPUR: Proposals to allow students to finish schooling at age 16 and further their studies earlier to allow them to graduate by 21 have drawn mixed responses from an education group and expert.
While the Parent Action Group for Education (PAGE) supported the move as a way to boost productivity by allowing young people to join the workforce early, an expert said compressing the education system could compromise students' maturity and heighten mental health risks.
Dr Zulfikar Ahmad, senior psychology officer at Universiti Teknologi Malaysia's Counselling and Services Centre said while the proposal could strengthen labour supply and reduce the time students spend in formal education, policymakers must consider whether students at that age were psychologically and emotionally ready for the transition.
"Sixteen is still adolescent. Education is not just about compressing years of study, but also about preparing individuals for adulthood.
"If we shorten the process, we risk producing graduates who may have qualifications but lack maturity and resilience to cope with workplace pressure," he told the New Straits Times.
Yesterday, former economy minister Datuk Seri Rafizi Ramli said Malaysia should consider completing its secondary school education by age 16 to allow the younger generation to enter the workforce by 21.
He said such a policy shift was necessary as the country transitions into an ageing nation, requiring a younger workforce to contribute earlier to the economy.
However, Zulfikar said the 2023 national mental health morbidity survey revealed that one in six Malaysians experienced mental health challenges, with teenagers particularly vulnerable.
"If we accelerate their education, the added pressure could increase risks of stress, burnout and poor adjustment later in life," he said.
However, he agreed that sectors like technology, robotics and artificial intelligence might benefit from younger entrants due to their creativity and adaptability.
"In these areas, starting earlier may be an advantage. But in careers that demand maturity, judgment and life experience, it is less realistic to expect a 21-year-old to cope fully," he added.
Zulfikar suggested that reforms, if considered, should include better career interest assessments from lower secondary levels to help students align with suitable pathways.
He also recommended reinstating structured academic benchmarks at primary and secondary school levels, similar to UPSR and PMR in the past, to give students clear targets without making the system overly exam-centric.
"We must avoid a one-size-fits-all approach. Not every student learns the same way," he said.
PAGE chairman Datin Noor Azimah Abdul Rahim said ending formal schooling at 16 could open opportunities for students to transition earlier into vocational training or apprenticeships.
"This could help address talent shortages in key industries such as manufacturing, services and technology.
"Avoiding unnecessary years in formal education may also reduce national education expenditure per student"
She said if curriculum reforms were aligned to ensure students leave secondary school with relevant skills, including digital literacy, entrepreneurship and soft skills, the system would encourage a skills-based economy rather than one focused solely on academic certification.
"By training young people earlier in industries critical to economic growth, we would be able to boost national productivity, especially in technology, engineering and other skilled trades.