At age 76, having lived through the evolution of Malaysia’s education system from colonial to post-independence times, I feel compelled to share some reflections.
These concerns, drawn from decades of observation and engagement, are not mine alone – they echo the sentiments of many parents, educators and policymakers across the country.
The Malaysian education system has come a long way. In 1968, when I completed Form Six at Malacca High School – the second oldest school in the country – tertiary education options were limited.
Universiti Malaya (UM) stood as the premier institution of higher learning, while Universiti Sains Malaysia (USM) had just been established and was still finding its footing.
Most of us aspired to enter UM, proud to be associated with its academic excellence. Today, access to education has improved, but not without cost.
The rapid proliferation of institutions has raised concerns about the erosion of standards, the quality of instruction and the lowering of entry criteria. In our rush to expand, have we sacrificed excellence?
Our education reforms often chase outcomes – exam results, rankings, employability metrics – while neglecting the heartbeat of any system: the teacher, lecturer and professor.
If we are serious about building national capability, we must restore the nobility and respect once accorded to the teaching profession.
Reviving the profession
In the 1950s and 60s, teachers were revered figures in our communities – moral guides, intellectual leaders, and pillars of social cohesion. Today, many feel overworked, underpaid and underappreciated.
One cannot ignore the growing administrative burdens placed on teachers. Hours that should be spent nurturing students are consumed by paperwork, data entry and bureaucratic processes. This diverts energy away from teaching and drains morale. A teaching career should be about shaping lives, not ticking boxes.
In rural areas, the situation is even more stark with teachers operating in isolation, battling infrastructural challenges and social neglect. If education is to be a leveller, these disparities must be addressed urgently.
Teachers are central to education reform. While many dedicated teachers continue to uphold high standards, recruitment quality has declined, particularly in less urbanised areas. Entry requirements for teacher training institutes must be reviewed, with greater emphasis placed on mentorship, professional development and rigorous screening.
Unfortunately, teaching is no longer seen as a desirable profession by many young people. Parents, too, discourage their children from becoming teachers, perceiving it as low-paying and unglamorous.
Better salaries in other sectors, limited career mobility and a decline in social prestige have led top-performing students to avoid the profession. Unless we make teaching competitive, rewarding and respected once again, we will lose the very people we depend on to shape our future generations.
National investment
Our curriculum needs urgent rethinking. It has become crowded and fragmented, trying to do too much in too little time.
Religious and moral education is vital in character development and faith formation, but this must be balanced with core academic learning.
Similarly, well-meaning agendas – encompassing everything from anti-corruption to environmental, social and governance and financial literacy – must be integrated with care and purpose, not as checkbox additions.
Ensuring quality in the rising number of religious schools – some private, others unlicensed – is a major challenge that must be handled with professionalism and objectivity to ensure that students, regardless of the system they are in, receive quality education that prepares them to be marketable and morally grounded for a borderless, digital world.
Education must be treated as a national investment in people, values and capability. This is not just about what students learn in school – it is also about what kind of society we are shaping.
Parents must take responsibility to ensure that their children are not just passing exams but are genuinely prepared to engage with the world and earn a living.
If young graduates remain unemployed or unemployable, part of the responsibility lies with the home environment and the expectations set from an early age.
There is much to be done. For a start, Malaysia should study education systems that have proven effective – such as those in Finland, Singapore and Japan – not to blindly copy them, but to identify and adapt their best practices to suit our national context. Let us blend global benchmarks with our unique multicultural strengths and local needs.
Ideology and politics should never be allowed to hijack or influence what should be an apolitical national priority.
Let us reclaim the soul of our education system. Let us restore the dignity of teaching. Let us create schools and universities that develop not just minds, but also character competence and marketability. The future of our children, and indeed the soul of our nation, depends on it.
DR POLA SINGH
Social activist, author and education advocate
Note: The writer, a UM graduate, previously served as a government officer in the administrative and diplomatic service.
