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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.
New Straits Times
05-08-2025
- Politics
- New Straits Times
Sweet 16: Proposal to reduce schooling years draws mixed response
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.
New Straits Times
02-08-2025
- Entertainment
- New Straits Times
#SHOWBIZ: Ayda Jebat: 'I had to eat in the toilet because I was so scared'
KUALA LUMPUR: Singer and actress Ayda Jebat, 33, has shared her harrowing experience of being bullied in a boarding school, revealing she was once so frightened that she ate her meals in a school toilet. In a social media post, Ayda recounted the events that transpired after she enrolled in a top-performing all-girls school. "I've been reading a lot about the heartbreaking incident that happened at a school recently, and it makes me want to share my own school experiences," she wrote. "Initially, I was thrilled to get into what was considered one of the best and 'hottest' girls' schools. All the students who got in had scored A's in their Primary School Achievement Test (UPSR) — at least 4 A's. So you can imagine how smart they all were." However, her excitement soon turned into a nightmare when a senior student, a prefect, began to pay her unwanted attention. The harassment started with letters left under her desk and escalated to gifts such as figurines and rings. Ayda said she was then warned by another senior to be wary of the prefect's behaviour. "From that day on, I started avoiding the prefect, until one day she warned me directly," Ayda wrote. "She told me to be careful and not to talk to anyone else but her. She would wait in front of my classroom every break time." This warning left Ayda living in fear, so much so that she would hide in the toilet to eat her lunch. Unable to cope with the constant fear, Ayda confided in her mother. Her mother immediately agreed to withdraw her from the school and met with the headmistress to finalise the transfer. "I kept moving schools after that," Ayda said. "I went to regular schools, but at least I was safe." She ended her post with a heartfelt message to her younger fans: "Young people, if something happens, no matter how small it seems, please tell your parents immediately. Kids these days are getting bolder." Ayda's post was also a tribute to Zara Qairina Mahathir, a 13-year-old schoolgirl whose recent death in a school incident has been widely linked to bullying. Ayda expressed her hopes that justice would be served for Zara.
Malay Mail
02-08-2025
- Malay Mail
‘I ate in toilet': Ayda Jebat recounts nightmare at elite all-girls' school after prefect took a fancy to her
KUALA LUMPUR, Aug 2 — Ayda Jebat has opened up about being bullied during her time at a fully residential school (SBP), describing the experience as deeply traumatising. The singer and actress, 33, recounted the ordeal in a social media post, prompted by recent distressing news of bullying cases in schools. 'I used to sit in the school toilet, waiting for my best friend to buy me food so I could eat in there — I was that terrified,' she wrote. Ayda said she was initially thrilled to be accepted into a prestigious all-girls school where most students had scored top grades in the UPSR examination. Her excitement quickly turned to fear when a prefect began leaving her letters and gifts, which eventually led to threatening behaviour. After receiving a warning from an older student, Ayda began avoiding the prefect, who then issued a direct threat to her. 'She said, 'Be careful. Don't entertain anyone else but me.' She would wait outside my classroom every break time,' Ayda revealed. Overwhelmed by fear, she resorted to eating alone in the school toilet during breaks to avoid further encounters. Ayda informed her mother, a single parent, about the situation and was later transferred to a different school following discussions with the headmistress. 'I moved to a regular school. Nothing fancy, but it was peaceful,' she said. She urged young students to speak to their parents immediately if they experience any troubling behaviour, regardless of how minor it may seem. Ayda concluded her post by expressing hope that justice will be served in the case of Zara Qairina Mahathir, a 13-year-old student who recently died.
Daily Express
18-05-2025
- General
- Daily Express
Bringing back exams which Ministry abolished; emphasis on English, Maths and Science. S'wak knows what education is about
Published on: Sunday, May 18, 2025 Published on: Sun, May 18, 2025 Text Size: The challenge lies not in the exam itself, but in how educators, parents, and institutions interpret and act on its outcomes. IN October this year, Sarawak will roll out a standardised Year 6 assessment under its Dual Language Programme (DLP), a development that may initially appear local or technical, but in fact signals a deeper philosophical divergence within Malaysian education. More than three years after the abolition of the Ujian Pencapaian Sekolah Rendah (UPSR), Sarawak is not turning back the clock, but rather asking a crucial question: in a post-exam era – how do we know what our children are really learning? Advertisement It is a question that deserves serious reflection, especially in a system that has, since the end of UPSR, leaned heavily on school-based and teacher-led assessments. While continuous assessment rightly shifts emphasis away from rote memorisation and academic stress, it has also raised concerns about consistency, objectivity, and benchmarking. When every classroom becomes its own examiner, how do we ensure coherence in learning outcomes across schools, districts, or entire states? Sarawak's approach to this dilemma is notably measured. The new Year 6 assessment is not a replica of UPSR, but rather narrower in focus, covering core competencies in English, Mathematics, and Science. Advertisement It is also designed and vetted by Cambridge University Press & Assessment, and administered by Swinburne University of Technology Sarawak, indicating an explicit commitment to international standards, institutional transparency, and academic credibility. More importantly, the decision to reintroduce a standardised checkpoint at the end of primary education reflects an understanding that not all forms of testing are created equal. Exams, when badly designed, can reduce learning to mechanical recall. But when thoughtfully implemented, they can serve as powerful instruments for diagnosis, equity, and accountability. Diagnosis is perhaps the most immediate value-add. At the age of 12, students are making the critical transition from primary to secondary education, a phase that typically demands higher cognitive rigour, language proficiency, and mathematical reasoning. Without a standardised benchmark, it becomes significantly harder for educators to identify those who are struggling early enough to intervene. Continuous assessments, while pedagogically progressive, are often inconsistent in format and expectations across schools, especially in resource-strapped or rural contexts. Equity, too, is at stake. In the absence of centralised assessments, students' academic progress becomes increasingly dependent on the quality of their school environment, particularly the capacity and training of teachers to assess meaningfully and fairly. In more privileged schools, this may be a manageable proposition. But in underserved communities, where teachers may be overwhelmed or under-supported, the risk of under-assessment or inflated grading grows. A standardised tool provides a baseline, giving every student, regardless of postcode, a shot at being evaluated on equal footing. Then comes accountability. Education is not merely a relationship between students and their textbooks; it is also a public good. For ministries, curriculum planners, and stakeholders, the absence of aggregated performance data makes it harder to monitor systemic health. Which areas are falling behind in maths reasoning? Are literacy rates improving with the current curriculum? What intervention is working? Without structured assessments, such questions remain largely anecdotal. Sarawak's new exam offers a way to reconnect policy with evidence. It is also worth noting that this move by Sarawak is not a contradiction of educational progress – it is an evolution. While the national discourse in recent years has leaned heavily on holistic learning and assessment, there is now growing global consensus that the pendulum must not swing too far from structure. In many instances, the importance of 'low-stakes, high-quality assessments' is highlighted to support both teachers and students, especially at transitional stages of schooling. Sarawak's Year 6 assessment fits neatly into this category: it is not a high- stakes gateway to selective schools, but a tool to gauge preparedness and calibrate support. The partnership with Cambridge adds a further dimension. By aligning with international standards, Sarawak signals its intent to ensure that its students are not only locally competent, but globally competitive. This is especially important in a world where Malaysia's future workforce must be agile, literate across domains, and fluent in the languages of both culture and innovation. While the assessment will cover English under the DLP, the broader impact lies in instilling a culture of learning measurement that looks outward while staying rooted in local needs. Critics may argue that any return to standardised testing risks reintroducing exam stress and a teaching-to-the-test mentality. This is a fair concern, but one that ultimately depends on implementation. A well-communicated, transparently designed assessment, paired with formative reporting and targeted follow-up interventions, can mitigate such risks. The challenge lies not in the exam itself, but in how educators, parents, and institutions interpret and act on its outcomes. In the end, Sarawak is not resurrecting UPSR, it is redefining what meaningful assessment can look like in a 21st century education system. By doing so, it reopens a national conversation that has, for too long, been framed as binary: exams or no exams. The real issue is far more nuanced. How do we know that our children are learning? How do we ensure no one is left behind? How do we create a system that values both growth and standards? Sarawak's Year 6 assessment may not answer all these questions. But it is, at the very least, asking them in the right way – and at the right time. Galcin Lee Kuan Sian MBA Mktg. (UK), BA Econ. (UK), BBus Fin. & Econ. (Malaysia) School of Diploma & Professional Studies, Taylor's College The views expressed here are the views of the writer and do not necessarily reflect those of the Daily Express. If you have something to share, write to us at: [email protected]
