Latest news with #ParentActionGroupforEducationMalaysia
The Sun
01-08-2025
- Business
- The Sun
Education push praised, execution crucial
PETALING JAYA: The government's RM67 billion education allocation under the 13th Malaysia Plan has been widely welcomed as a bold move to fix long-standing weaknesses in Malaysia's school system, but experts say money alone won't be enough. National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said the funding signals strong political will to tackle critical issues like dilapidated infrastructure and overcrowded classrooms. Still, he stressed that effective execution is what will determine success. 'While the RM67 billion allocation is impressive, real impact depends on how well these plans are carried out on the ground. Without strong implementation, consistent monitoring and real support for teachers and schools, especially in rural and underserved areas, there's a risk the reforms may fall short of their potential.' Among the plan's major targets is boosting enrolment to 98% for both preschool and secondary school. Teh called this goal 'ambitious but not impossible,' noting that Malaysia is already close to the mark for secondary education. 'With sustained outreach, improved retention efforts and support for at-risk students, it's within reach.' However, he warned that preschool enrolment remains a tougher nut to crack, especially in lower-income and remote areas. 'It is more challenging, particularly in rural and lower-income areas where access, affordability and awareness are barriers. Making preschool compulsory from age five is a positive step, but its success will depend on sufficient qualified teachers, accessible centres and inclusive outreach efforts.' Teh also welcomed the government's plan to strengthen STEM (Science, Technology and Mathematics), digital literacy and artificial intelligence (AI) education in schools, saying it's a timely step toward preparing students for the future workforce. 'Students today will face a job market that is expected to be vastly different in the future. But to truly prepare students for the future, reforms must go beyond updated syllabuses. 'Teachers need proper training, schools require adequate facilities and all students – regardless of where they live – must have equal access to quality education. It is a promising step, but the real challenge is ensuring that no student is left behind as these changes take shape.' Teh also urged the government to empower the proposed National Education Council with more than just an administrative role. 'Its main job shouldn't be limited to coordination. It must actively monitor outcomes, hold institutions accountable and provide evidence-based guidance to adapt reforms as needed. 'The council needs diverse, non-political representation, transparency in decision-making and the authority to intervene when implementation falls short. Without safeguards, there's a risk it could become just another bureaucratic layer rather than a driver of meaningful change.' Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim said the budget reflects the government's prioritisation of education – but urged that focus shift from allocation to impact. 'The RM67 billion reflects that education is a national priority, but how the money is spent matters far more than the amount itself.' She said investments in teacher training, curriculum reform, digital infrastructure, inclusive education and early childhood development will pay off only if outcomes are tracked and gaps addressed. 'Malaysia must prioritise rural and underserved areas for compulsory preschool from age five by expanding infrastructure, sending qualified teachers, giving financial aid, engaging communities and using flexible teaching models to ensure all children have access. 'Effective implementation will require collaboration between federal, state and local governments, alongside civil society and the private sector.'
The Sun
14-07-2025
- General
- The Sun
Call for more inclusive primary education model
PETALING JAYA: Despite the growing awareness of gender equality, many school materials still portray boys as leaders and girls in domestic roles, a concern that has prompted calls for urgent curriculum reform and more inclusive learning environments. Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim said schools must intentionally nurture gender equality from the earliest stages, including the use of inclusive language, diverse role models in teaching materials and encouraging both boys and girls to explore all subjects, especially in Science, Technology, Engineering and Mathematics (STEM), the arts and sports. She acknowledged that some textbooks still depict outdated gender roles such as men as leaders and women in passive or domestic settings. 'We would like to see a comprehensive review of teaching materials, led by diverse experts including gender studies professionals. 'It should include updated textbooks that portray boys and girls in a variety of modern, realistic roles such as female scientists, male nurses, women in leadership roles and men as caregivers.' Noor Azimah also stressed the crucial role of parents in reinforcing positive and non-stereotypical values at home. 'Parents should support their children's interests regardless of gender, whether it is a boy in fashion design or a girl in robotics,' she said, adding that PAGE advocates mainstreaming gender sensitivity across the national curriculum, not as a stand-alone subject, but embedded across all areas of learning, with deliberate efforts to achieve balanced participation. National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said children begin forming ideas about gender roles from a very young age, often as early as two or three, long before they understand what 'gender' means. 'That's why what they see, hear and experience in school matters deeply. It's not just about changing textbooks or posters. It's about helping children grow up believing they can be anything, regardless of gender. 'Teachers and parents must work together to build an inclusive mindset, as shaping confident, open-minded individuals starts the moment children enter school.' Teh stressed that reinforcing traditional gender stereotypes in schools is not only outdated, but structurally damaging. He said when educational environments implicitly (or explicitly) convey that leadership is masculine and caregiving is feminine, they instil internal hierarchies that confine students' identities and aspirations. 'Over time, these stereotypes crystallise into career pipelines marked by gender imbalance, not because of innate ability but because of early social conditioning. 'Girls may shy away from STEM or leadership roles not because they lack ability but because they're taught to value harmony over competition. Meanwhile, boys may avoid care-based careers like nursing or teaching, despite having the emotional skills to succeed.' Teh warned that limiting children's beliefs about what they can become leads to a loss of talent and innovation. Schools, he said, should empower students, not hold them back by challenging rigid gender roles and helping every child reach his or her full potential. 'While many schools have made strides in promoting academic excellence, I don't think we are doing enough yet when it comes to shaping students' values, especially around gender equity and mutual respect.' He also pointed out that focusing solely on grades while overlooking the subtle social lessons being taught may risk producing high achievers who still carry outdated mindsets about gender and power. 'It's natural for boys and girls to respond differently to lessons on gender roles, as they're often socialised in different ways. Some boys may resist ideas that challenge traditional masculinity, while some girls may hold back from speaking up. 'However, when given a safe space to reflect and express themselves, many begin to open up.' Teh emphasised that promoting gender inclusivity in schools is not about rejecting tradition but about giving children the freedom to be themselves without limitations. He advised school leaders facing resistance to approach change with empathy and purpose. 'If school leaders face pushback when promoting gender inclusivity, the key is to lead with empathy and stay focused on the goal. Change doesn't have to be loud to last – it just needs to be honest, compassionate and consistent.'
The Sun
14-07-2025
- General
- The Sun
Calls grow to remove gender bias from school textbooks
PETALING JAYA: Despite the growing awareness of gender equality, many school materials still portray boys as leaders and girls in domestic roles, a concern that has prompted calls for urgent curriculum reform and more inclusive learning environments. Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim said schools must intentionally nurture gender equality from the earliest stages, including the use of inclusive language, diverse role models in teaching materials and encouraging both boys and girls to explore all subjects, especially in Science, Technology, Engineering and Mathematics (STEM), the arts and sports. She acknowledged that some textbooks still depict outdated gender roles such as men as leaders and women in passive or domestic settings. 'We would like to see a comprehensive review of teaching materials, led by diverse experts including gender studies professionals. 'It should include updated textbooks that portray boys and girls in a variety of modern, realistic roles such as female scientists, male nurses, women in leadership roles and men as caregivers.' Noor Azimah also stressed the crucial role of parents in reinforcing positive and non-stereotypical values at home. 'Parents should support their children's interests regardless of gender, whether it is a boy in fashion design or a girl in robotics,' she said, adding that PAGE advocates mainstreaming gender sensitivity across the national curriculum, not as a stand-alone subject, but embedded across all areas of learning, with deliberate efforts to achieve balanced participation. National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said children begin forming ideas about gender roles from a very young age, often as early as two or three, long before they understand what 'gender' means. 'That's why what they see, hear and experience in school matters deeply. It's not just about changing textbooks or posters. It's about helping children grow up believing they can be anything, regardless of gender. 'Teachers and parents must work together to build an inclusive mindset, as shaping confident, open-minded individuals starts the moment children enter school.' Teh stressed that reinforcing traditional gender stereotypes in schools is not only outdated, but structurally damaging. He said when educational environments implicitly (or explicitly) convey that leadership is masculine and caregiving is feminine, they instil internal hierarchies that confine students' identities and aspirations. 'Over time, these stereotypes crystallise into career pipelines marked by gender imbalance, not because of innate ability but because of early social conditioning. 'Girls may shy away from STEM or leadership roles not because they lack ability but because they're taught to value harmony over competition. Meanwhile, boys may avoid care-based careers like nursing or teaching, despite having the emotional skills to succeed.' Teh warned that limiting children's beliefs about what they can become leads to a loss of talent and innovation. Schools, he said, should empower students, not hold them back by challenging rigid gender roles and helping every child reach his or her full potential. 'While many schools have made strides in promoting academic excellence, I don't think we are doing enough yet when it comes to shaping students' values, especially around gender equity and mutual respect.' He also pointed out that focusing solely on grades while overlooking the subtle social lessons being taught may risk producing high achievers who still carry outdated mindsets about gender and power. 'It's natural for boys and girls to respond differently to lessons on gender roles, as they're often socialised in different ways. Some boys may resist ideas that challenge traditional masculinity, while some girls may hold back from speaking up. 'However, when given a safe space to reflect and express themselves, many begin to open up.' Teh emphasised that promoting gender inclusivity in schools is not about rejecting tradition but about giving children the freedom to be themselves without limitations. He advised school leaders facing resistance to approach change with empathy and purpose. 'If school leaders face pushback when promoting gender inclusivity, the key is to lead with empathy and stay focused on the goal. Change doesn't have to be loud to last – it just needs to be honest, compassionate and consistent.'
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.
