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The Sun
a day ago
- Politics
- The Sun
Does one size fit all? Not for secondary school education
IT cannot be denied that Malaysians are constantly fixated on education. It remains a hotly debated topic in coffee shops and boardrooms, back and forth in heated emotional arguments, as many parents see quality education as a pathway for success. Today the government has expanded the definition of 'compulsory education' to include secondary school education as mandatory for all Malaysian children residing in the country. Parents who fail to do so may face a fine of up to RM5,000, imprisonment up to six months, or both upon conviction. Should secondary education be made compulsory? While many welcomed the move, there were an equal number who expressed the view that one should not have to force parents to send their children to school. A radio station that ran a survey asking parents to call in and express their views on compulsory secondary school education was on the receiving end of many irate listeners. Many said the government should find out why parents chose not to send their children to government secondary schools, if it was due to poverty, transport issues, family problems, the need for children to help out at home or that schools were not delivering and students chose to stay away. Fouzi Singon, secretary-general of the National Union of the Teaching Profession (NUTP) Malaysia feels the issue of attendance at secondary school continues to take centre stage for the Ministry of Education (MOE). 'They do not want parents to ignore their responsibility to ensure their children attend school. Even if one student is absent for a day in one school, the total number is 10,220 students, based on the number of schools,' he said. Fouzi believes MOE must pay attention to what happens in primary schools and have a programme to make sure all levels of students can cover literacy and numeracy at the end of each year. He also suggests a debriefing session annually with teachers and parents from year one to year six to work towards literacy and numeracy skills for each child. He feels primary students will go on to government secondary schools and their parents would encourage them, if they see their children achieve literacy and numeracy skills and therefore feel confident at secondary school level. Fouzi stressed that if necessary, the government must identify the weaker students as previously the Ujian Pencapaian Sekolah Rendah(UPSR) exams did that. But since it has now been abolished, teachers need to use their own assessments to test the ability of primary school students to be ready for secondary school. Malaysia stands out as one of those countries which have allowed a diverse ecosystem in education to thrive, with national schools, also known as government schools, where Bahasa Malaysia is the main medium of instruction, Chinese and Tamil vernacular schools, private international schools, as well as a system of Islamic schools. Challenges facing government secondary school education Deputy Minister of Education Wong Kah Woh said that at primary level the dropout rate had decreased from 0.10% in 2020 to 0.06% in 2024, while at secondary level the dropout rate has also decreased from 1.33% in 2020 to 0.64% in 2024. But the bigger issue, which is often overlooked, remains the large number of private international schools, which have mushroomed. It cannot be denied that many parents have taken their children out of government secondary schools and enrolled them in private international schools. From 2019 to 2024, the number of Malaysian students enrolled in private international schools surged by 34%, as reported by Education Minister Fadhlina Sidek. Currently there are approximately 2.05 million students enrolled in government and government-aided secondary schools in 2022. In July 2024, enrollment numbers at Malaysia's private international schools stood at 111,185, up by 11% over five years. Malaysian students made up 67.1%(59,726) with Bumiputera student enrolment increased by 50%. While secondary school education is being made compulsory, the government should explore whether government secondary school education remains top choice. Are parents switching to other streams such as private education and home-schooling? Also, whether secondary students are choosing early employment due to boredom and outdated curriculums. Nallini Letchmanan, who recently retired from a secondary school in Petaling Jaya, has been teaching English for 36 years in both primary and secondary schools. She said that while she agrees secondary school education should be made compulsory, there are many other challenges facing students at government secondary schools. 'The internet has opened up new possibilities, and secondary school students are attracted to new ways to earn money on the internet full-time. Not all would aspire to become lawyers and managers and take on white collar jobs. 'Attitude towards the English language poses a challenge sometimes. Many are not able to grasp it as they come with a poor foundation. 'Teachers have to persevere and find new ways to motivate students, maybe through debates as I did in my school,' said Nallini, who introduced debate in her secondary school, which won many competitions. Professor Dr Kumaranvelu Ramasamy, Tamil educationist said vernacular Tamil primary schools are feeders to government secondary schools and poverty, poor academic readiness and lack of motivation are the main culprits contributing to poor attendance or an increase in dropout rates at secondary schools. 'Making secondary school education compulsory may help improve enrolment in secondary schools but will it help under performing children reach their academic goals?,' he said.
The Star
28-07-2025
- Politics
- The Star
Secondary schooling vital but needs support, say stakeholders
PETALING JAYA: The amendment to the Education Act to make secondary schooling compulsory is not a punitive measure but to highlight the value of education in changing the lives of a child and family, says the National Union of the Teaching Profession (NUTP). Its secretary-general Fouzi Singon said as such, the government must also have the infrastructure ready to help students continue their education at secondary level. 'At present, the enrolment rate for secondary school is 93% and the ones left behind are those who are sick, poor, the Orang Asli and those who lack accessibility and are enrolled in unconventional schools. 'This amendment will help address the matter, but we must remember that many kids who drop out of school or play truant are those aged 15 and above (Form 3 to Form 5). 'This is because they are at an age where they no longer want to abide by the rules set by their parents or are left behind in terms of literacy. 'So this is where I think we should be focusing if we want to reduce the number of dropouts. 'We have to start thinking of other ways to keep them in school. 'One way is to start vocational school from Form 1. Currently, it only starts at Form 4 onwards or enrolment in Giat Mara programmes,' he told The Star. He said this in response to the tabling of the Education (Amendment) Bill 2025 for first reading by Deputy Education Minister Wong Kah Woh in the Dewan Rakyat yesterday. Under the proposed amendments, the Bill seeks to amend Section 2 of the Education Act 1996 (Act 550) to substitute the definition of 'compulsory education' to include secondary education. It also introduces a new provision – Section 32A – that empowers the education minister to designate secondary education as mandatory for all Malaysian children living in the country. Meanwhile, Dr Farah Nini Dusuki, the Children's Commissioner to the Human Rights Commission of Malaysia (Suhakam), said the definition of education at secondary level should give children the option to pursue vocational training and homeschooling. 'The definition has to encompass the different types of education that are available for children. The education modality must also be defined by recognising these provisions,' she said. In terms of access to education, she said many children who are in detention or have dropped out at age 12 cited poverty or supporting their families, or losing interest in education, as reasons. One of the challenges in confronting education reform is to keep school interesting enough so that children do not get bored and drop out, she said. As such, Farah said that to keep the children in school, the Education Ministry and the authorities should assist them and their parents, especially single parents whose needs are even more incumbent. 'This amendment certainly goes a long way towards reducing incidents of teenage pregnancies, child marriages, child labour and children being in conflict with the law and involved in unhealthy vices. 'But this can only happen if social support and empowerment are given to the families and the children involved,' Farah said. In Malaysia, primary education starts at age seven and is compulsory for six years. While preschool education is not compulsory, it is available for children aged four to six. The government provides free education for primary school pupils. Previously, Education Minister Fadhlina Sidek said the enrolment rate for primary school was about 99% and 93% for secondary school, but the ministry was hoping to improve the secondary school rate to 95%.
Free Malaysia Today
22-06-2025
- Health
- Free Malaysia Today
Toxic school culture makes teachers suffer in silence, says union
The teachers' union said many teachers with mental problems suffer in silence because they fear being judged or even dismissed. PETALING JAYA : Many teachers face mental health conditions as they are emotionally burdened due to toxic school leadership, increasing digital demands, and harassment from parents, says the National Union of the Teaching Profession. Commenting on recent news reports of teachers suffering from depression and schizophrenia, NUTP secretary-general Fouzi Singon said an increasing number of teachers are feeling isolated and unsupported. He described the situation as critical. Fouzi Singon. Teachers who struggle with mental problems often avoid seeking help due to these fears, leading to worsening conditions, he said. 'Many suffer in silence because they fear being judged or even dismissed,' while some school heads fail to handle such cases with sensitivity or professionalism. An education activist said teacher burnout must be addressed as a systemic issue and not treated as a personal failing. Parent Action Group for Education chairman Noor Azimah Rahim said the ability of teachers to nurture students is severely compromised when they are overworked, emotionally exhausted, or subject to toxic leadership and harassment. Noor Azimah Abdul Rahim. Azimah said school leaders must be chosen not only based on their qualifications, but also on emotional intelligence and a proven ability to lead inclusive, empathetic school environments. 'We need to create a space where teachers can speak up safely. Only then can we rebuild trust in the system,' she said. Trust continues to be undermined by poorly thought-out policies, particularly a push for digitalisation which has increased many teachers' workloads. 'Many are expected to adopt new systems without the necessary tools or training, which adds to their stress,' she said. Azimah said any national education plan must put teachers at the centre, with a focus on readiness, proper access and meaningful consultation. Both NUTP and PAGE called on the education ministry to urgently review school management standards and provide proper mental health support to prevent teachers from burning out. On Tuesday, Johor education and information committee chairman Aznan Tamin said a teacher who had not reported for duty since last September, and whose decomposed body was found in her home on June 12, was believed to have suffered from depression. On Thursday, Perak police chief Noor Hisam Nordin said a teacher who allegedly posted offensive remarks about the recent bus crash in Gerik that killed 15 university students is believed to be suffering from a psychiatric condition. The teacher was reported to have made a public apology last week and claimed to suffer from schizophrenia. Noor Hisam said police have recorded the teacher's statement and are awaiting a medical report.
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.
Free Malaysia Today
18-06-2025
- General
- Free Malaysia Today
Teachers don't lack time to complete syllabus, says NUTP
NUTP secretary-general Fouzi Singon suggested that the ministry reassess all high-impact programmes, including those he said only serve to waste the time and emotional efforts of teachers. (Bernama pic) PETALING JAYA : The National Union of the Teaching Profession (NUTP) has denied that teachers are short on time to complete the syllabus, insisting that total schooling days remain consistent each year. NUTP secretary-general Fouzi Singon said schools operate according to the official calendar set by the education ministry, with no fewer than 190 school days per year. 'Schools have administrative assistants, department heads, and committee heads to manage each subject. 'Teachers know what they're doing to ensure the success of their students every year. Co-curriculars have been planned by the ministry, education department, district education departments, and schools,' he told FMT. Fouzi was commenting on teachers' concerns that a large portion of the syllabus remained uncompleted despite the academic session already passing the halfway point. Yesterday, Anuar Ahmad of Universiti Kebangsaan Malaysia claimed that numerous programmes organised by administrators, both within and outside of school, had disrupted teaching schedules. He said the academic session this year was also shorter, with the next one to begin in January. Fouzi said teachers understood their responsibilities and were fully committed to ensuring their students' success, but also acknowledged that some schools ran programmes outside of the yearly plan. 'There is no denying that some schools have not properly considered whether the programmes implemented will have an impact on students' education, or are simply to fulfil the demands of their management,' he said. He suggested that the ministry reassess all high-impact programmes, including those which he said only served to waste the time and emotional efforts of teachers. 'Programmes not scheduled in the calendar don't have to be run. The World Bank report that Malaysian students spend an average of 11 years in school but learn the equivalent of only eight years must be taken into account and acted on by the ministry,' he said.
