Latest news with #UPSR
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]
Borneo Post
25-04-2025
- Politics
- Borneo Post
Assessment, not exam-based, should be today's way in education, says don
The academician points out that the voices of students must be heard first since they are the ones facing actions and decisions taken by the government, when it comes to national education. — Bernama photo KUCHING (April 26): The government should consider abolishing the examination process in the country and introduce an assessment approach in line with this modern era. Universiti Sains Islam Malaysia's Faculty of Syariah and Law associate professor Dr Muzaffar Syah Mallow, who made this call, said students today needed to learn many survival skills to compete in this complex and interconnected world, rather than focusing on theoretical and academic excellence. 'They need to master social and communication skills, and learn how to use new and modern technologies, the art of critical thinking and many more. 'All these skills cannot be picked up through theoretical and academic processes in a classroom, nor can they be assessed through the examination process,' he said in a statement yesterday. The academician also believed that abolishing examinations could reduce the stress level among students, who had been put through a lot of pressure to excel in their studies by scoring As. He said students who were unable to obtain A would feel that they were not smart enough to survive and succeed in this world. 'With no more examinations in school, the parents would also become more relaxed instead of pushing their children to score high marks. 'This would prevent unnecessary conflicts between the parents and the children – not to mention that parents would no longer need to spend time and energy on comparing the academic achievements among their children. 'The time has come for Malaysians to change their mindset, not to see the examination process as the only way to evaluate an individual.' Adding on, Muzaffar Syah suggested that the Ministry of Education (MoU) would set up a special committee to look into his proposal. 'This committee should comprise educational experts, particularly those familiar with the country's education system, teachers as well as relevant NGOs (non-governmental organisations).' He said the ministry could also conduct a survey among students with regard to the proposal. 'The voices of our students must be heard first since they are the ones facing actions and decisions taken by the government,' he added. In relation to this, Muzaffar Syah was glad that the government decided to abolish Ujian Penilaian Sekolah Rendah (UPSR) in 2021 and Form 3 Assessment (PT3) in 2022. 'The government could do more by abolishing the remaining examinations such as SPM (Sijil Pelajaran Malaysia) or STPM (Sijil Tinggi Persekolahan Malaysia). 'We can no longer rely on the examination process to assess our students in school. We need to opt for other methods of assessment in order to effectively assess our students.' assessment approach examination lead Muzaffar Syah Mallow
Rakyat Post
21-04-2025
- Business
- Rakyat Post
UTP Graduate Changes 4 Job In 7 Years, Takes His Salary From RM3,500 To RM15,000
Subscribe to our FREE A Malaysian tech worker's story is making waves on social media, showing how strategic job-hopping turned a modest starting salary into an impressive monthly paycheck. The story begins with a regular graduate from Universiti Teknologi Petronas (UTP), who started his career like many others, earning RM3,500 per month, just slightly above the average salary for a fresh graduate today of What makes his story remarkable isn't his academic background. By his own admission on Threads, user @s3ij0h wasn't a top student. With 5 As in UPSR, 7A1B in PMR, and 7A2B in SPM, topped with a university CGPA of 3.27, he was far from the perfect scorer we often hear about in success stories. Strategic Moves That Paid Off Big Time But here's where it gets interesting. Over seven years, he changed jobs four times, each move carefully planned. While most Malaysians stick to their jobs for Don't be afraid to change jobs, but make sure you learn everything you can at each company. His strategy wasn't just about jumping ship for better pay. At each new workplace, he focused on learning new skills and getting certificates to prove his worth. This approach proved especially powerful in Malaysia's booming tech sector, where skilled professionals are in high demand. Perfect Timing in a Changing Job Market With Malaysian fresh graduates typically starting between RM2,500 to RM3,200 these days, his story offers a blueprint for career growth that challenges traditional wisdom. Instead of the old-school loyalty to one company, he showed how calculated moves could fast-track career growth. The response on social media has been overwhelming, with many young professionals rushing to update their resumes. His success story resonates particularly well in today's job market, where skills and adaptability often matter more than perfect academic records. Riding Malaysia's Digital Wave The numbers strongly support his strategic approach. Recent data from While those who stay put typically see modest 4% raises, job hoppers average 5.3% increases, according to an His timing in the tech sector couldn't be better. Malaysia's The rollout of 5G technology alone is expected to create 750,000 new jobs, suggesting plenty of opportunities for those willing to follow his path. Do you have 6 months savings? If yes, and you can't stand working anymore, Boleh resign, even though it's risky. If you don't have any savings, stay for another 4-6 months while jobhunting. The least you can do is to leave the company with an offer in hand. — Edd | Design & Career Strategist (@eddthinksdesign) READ MORE : READ MORE : READ MORE : Share your thoughts with us via TRP's . Get more stories like this to your inbox by signing up for our newsletter.
