Latest news with #DatinNoorAzimahAbdulRahim
The Star
31-07-2025
- Politics
- The Star
Preschool a must from age of five
PETALING JAYA: Making preschool education mandatory for children from age five could help close learning gaps but there needs to be urgent investment in teacher training and rural infrastructure, say education stakeholders. The move is part of the major shift in the education landscape which includes plans to place preschool to secondary education fully under the Education Ministry (MOE), with pre-university and higher education under the Higher Education Ministry (MOHE). Parent Action Group for Education Malaysia (Page) chairman Datin Noor Azimah Abdul Rahim said the reform was timely and necessary. She said the policy could significantly improve a child's school readiness, particularly in literacy, numeracy, and socio-emotional development. 'It can help narrow the gap between children from different socio-economic backgrounds,' she said. However, Azimah stressed the importance of accessibility and teacher preparedness. 'Preschool infrastructure is still lacking in many rural, remote and underserved communities,' she said, adding that early childhood educators must be well-trained not only in pedagogy, but also in nurturing holistic development. She also said the national curriculum must remain adaptable, inclusive, and developmentally appropriate to avoid premature academic pressure in preschool settings. Azimah was commenting on the educational reforms in the 13th Malaysia Plan (13MP) tabled yesterday. She said the planned system can better support a seamless learning experience for students, allowing for a more age-appropriate approach to curriculum design, teacher training, assessment practices, and educational support systems. She stressed that effective coordination between the two ministries will be critical, particularly at transition points like post-secondary education. 'A potential risk is the fragmentation of the education continuum. 'If oversight of this critical stage is moved to the MOHE without strong coordination with the MOE, there could be misalignment in curriculum, assessment standards, or expectations – especially during this critical phase in students' development,' she said. Meanwhile, National Autism Society of Malaysia (Nasom) chairman Julian Wong commended the government's efforts to expand special education facilities and capacity nationwide under 13MP. This includes building Special Education Integrated Programme (PPKI) blocks in 34 existing schools nationwide, along with the development of new schools equipped with PPKI facilities. 'For a long time, the shortage of appropriate facilities has been a major barrier for children with autism and other learning difficulties to access education. 'The construction of new PPKI blocks and schools will directly increase the capacity for inclusive education, providing more opportunities for children who might otherwise be left behind,' he said. However, Wong said that infrastructure alone is not enough. 'To ensure these facilities are truly accessible, critical elements such as sensory-friendly design, individualised learning spaces, accessible facilities, and resource allocation for specialised equipment must be prioritised,' he said. He also highlighted the ongoing shortage of trained special education teachers and support staff as a key issue. 'The government must prioritise special education teacher training, ongoing professional development, and recruit adequate support staff,' he said.
New Straits Times
20-06-2025
- Politics
- New Straits Times
Support structures needed to ensure mandatory schooling works, say advocates
KUALA LUMPUR: The National Union of the Teaching Profession (NUTP) has lauded the Education Ministry's move to legislate mandatory schooling until a child reaches 17 years of age. NUTP secretary-general Fouzi Singon said the initiative should be accompanied by a special programme for students who do not perform well academically. "They do not continue their education because they cannot keep up academically. "The Education Ministry should provide special learning centres focused on hands-on skills. "This would ensure that those falling behind in literacy and numeracy continue to see school as offering long-term benefits. "Vocational learning centres should be available for students as early as Form 1 in every state to support these learners," he said, speaking from his personal experience as a teacher. He said that despite financial hardships, children should not abandon their education to work, as education is key to breaking the cycle of poverty. Meanwhile, Parent Action Group for Education (Page) chairman Datin Noor Azimah Abdul Rahim said schools should implement early intervention systems to identify at-risk students based on attendance, behaviour, and academic performance. There should be strong counselling and mentoring programmes in place, with close collaboration between families and community leaders, she added. The government should also introduce relevant, practical curriculum options such as Technical and Vocational Education and Training (TVET) for students less inclined toward academic tracks, along with support for mental health, learning disabilities, and socioeconomic challenges. Earlier, Education Minister Fadhlina Sidek said the ministry was targeting the implementation of single-session schooling across more than 10,000 schools nationwide by 2030 to facilitate the expansion of preschool classes. Fadhlina said one of the ministry's special projects involves screening children with special needs, which will also be expanded to the preschool level. Azimah said these initiatives align with global best practices and demonstrate the government's serious commitment to improving access to quality education for every child. "Early detection and support for children with special needs is also long overdue, without it, many children fall through the cracks and are never given a fair chance," she said. However, she added that some parents, especially in low-income or rural communities, may struggle to adapt to the government's new policies. "For them, sending a child to school means transportation costs, meals, uniforms, and a loss of potential income. "Therefore, comprehensive subsidies, such as free meals, transportation assistance, and preschool fee waivers, are essential," she said. It was reported that the amendments to the Education Act 1996 would be tabled in the parliament next month to make it compulsory for children to receive education until the age of 17. Under the existing policy, every parent of a citizen residing in Malaysia must ensure that their child receives six years of compulsory primary education.
The Sun
25-04-2025
- Politics
- The Sun
Policy to teach Asean languages draws flak
PETALING JAYA: The government's plan to introduce Asean languages such as Thai, Khmer and Vietnamese in schools has drawn the ire of education stakeholders, who warn that it risks derailing more pressing academic goals. Parent Action Group for Education Malaysia (PAGE) founder Datin Noor Azimah Abdul Rahim questioned the relevance of the move, cautioning that Malaysia could be 'spreading itself too thin' without first reinforcing core subjects such as English, Bahasa Malaysia (BM), Mandarin, Science and Mathematics. 'We shouldn't bite off more than we can chew. Asean may be the buzzword of the day, but the education minister must remember that the official language of Asean has always been English.' She said rather than Malaysia teaching regional languages, countries like Thailand, Vietnam and Cambodia should focus on improving their own English language standards. 'Vietnam is already ahead of us in English, with Thailand close behind. As for Cambodia, it has its own educational hurdles to address.' Azimah said the government's priorities seem out of sync with what most parents want. 'Parents are more concerned with boosting literacy, numeracy and proficiency in English, BM and Mandarin, particularly in Science and Maths.' She also criticised the excessive focus on BM and religious subjects, which she said had pushed English and Mandarin to the sidelines. 'The ministry has failed parents. It should be investing in impactful programmes such as the Dual Language Programme (DLP) which allows students to study Science and Maths in English.' She suggested reallocating the Asean language budget to strengthen BM proficiency among students excluded from DLP. 'Once their BM improves, they can be reassessed, and their (command of) English will benefit too.' Azimah dismissed the practicality of rolling out Asean languages at scale, adding that schools are already stretched. 'Let's not even go there. Focus on English and Mandarin,' she said, describing the policy as a political gimmick that piles unnecessary pressure on students. 'It's purely symbolic and doesn't involve our children, who already have enough on their plates. Stay focused on existing priorities – deepen and elevate them, or risk being a 'Jack of all trades, master of none'.' Meanwhile, former university lecturer Dr Sharifah Munirah Alatas said the policy lacks coherence, and risks becoming another short-lived initiative that sidesteps the deeper issues in the education system. 'My main question is: What's the logic? Are our children even truly bilingual yet?' she said in a post on her Facebook page. Munirah said while exposure to regional languages may sound appealing, it is necessary to first build a solid foundation in BM and English. 'Why not master English first? Channel all resources into developing a truly bilingual generation.' She also raised doubts over teacher quality and preparedness, asking whether there has been any proper planning. 'When politicians introduce new languages, don't we need competent teachers?' she said, while calling for better integration with teacher training. Munirah criticised the absence of evidence-based policymaking, urging the government to draw on existing data as well as consult universities, think tanks and the public. 'But is there political will?' Pointing to the now-suspended PPSMI (Teaching of Science and Maths in English) policy, she said students have long suffered from inconsistent reforms. 'Instead of flashy policies like Asean language electives, publish solid research on how falling school standards impact university outcomes. 'Ideas such as Asean languages may look good, but do they really build a more competitive, united and forward-thinking Malaysia?' In response, Education Minister Fadhlina Sidek clarified yesterday that the introduction of Asean languages will not sideline existing subjects as they would only be offerred as electives. She urged the public not to politicise the move, adding that foreign languages have long been part of Malaysia's elective curriculum, with core languages such as BM, Mandarin and Tamil.
