Inspector gadget at work: Students of SJK(T) PJS 1 in Petaling Jaya trying their hand at robotics starter kits in a workshop in this filepic.
PETALING JAYA: Subjects like biology and chemistry must be made more interesting in schools so students take up STEM subjects, and go on to become doctors and biotechnologists.
In fact, pupils at primary school level should already be introduced to medical professions through story books, simple experiments, and interaction with healthcare workers, say experts.
At the same time, technical and vocational education training (TVET) programmes can also be reconfigured to include more STEM courses to produce medical technicians and biomedical engineers.
STEM, or science, technology, engineering, and mathematics, also needs to be more prominent in media, popular culture, and national planning, says National STEM Association (NSA) president and founder Datuk Dr Noraini Idris.
“When students see STEM professionals as role models on television, in their communities, it shifts the cultural perception of science from abstract to aspirational,” she said.
Health Minister Datuk Seri Dr Dzulkefly Ahmad had said recently that there was a lack of interest in STEM subjects.
Noraini, however, replied that career exposure should begin earlier than Form Four, including mentorship pipelines, scholarship schemes, and identification of talent through competitions, innovation challenges, and enrichment camps.
“Students who show aptitude and interest must be supported with long-term guidance and opportunities.
“When students make subject selections, they should already have a mental map of what it means to be a doctor, biotechnologist or epidemiologist,” she said.
Noraini said students now often find STEM subjects abstract or difficult, lacking clear links to real careers.
“There is a need for systemic career exposure such as school visits by healthcare professionals or shadowing opportunities to spark interest.
“We also need a stronger collaboration between the health and education sectors,” she said.
Another major shortfall, she said, was the limited professional development support for teachers.
“Teachers cannot inspire students if they themselves are not inspired or adequately equipped. STEM content evolves rapidly, and without regular, hands-on training and upskilling, teachers may struggle to deliver lessons that feel relevant and engaging to the youth of today,” Noraini said.
She said her association could help in that area.
“With years of experience running on-ground programmes such as the Mini Theatre STEM initiative, which now reaches over 80 schools-the NSA has proven models that foster both student engagement and teacher empowerment,” she said.
Rizan Hasan of the Belia Mahir Project said the Health Minister’s warning must be taken seriously, and that TVET education has to evolve beyond traditional vocational training.
Instead, it should become a pipeline for producing highly skilled, STEM-literate professionals, including in the healthcare sector.
“TVET must be recognised as part of the nation’s human capital development ecosystem for critical sectors, not just for basic technical jobs.
“TVET can produce medical lab technologists, biomedical engineering technologists, highly skilled nurses, digital health assistants and technical specialists in advanced medical equipment,” he said.
To increase interest in TVET and STEM, Rizan said Belia Mahir has independently launched a pilot programme at schools in Kulim, Kedah.
“Our independent programme, however, is lacking infrastructure and facilities such as workshops, labs, tech equipment and specialised materials.
“Rural schools are especially affected, often lacking even basic technology access as well as educators who are experts in TVET and STEM fields.
“It is difficult to merge hands-on TVET elements with STEM theory without a national framework,” he said.
Meanwhile, Mara chairman Datuk Dr Asyraf Wajdi Dusuki said the agency was scaling up initiatives to make biology, chemistry and mathematics more engaging.
He said Mara was implementing the Science, Technology, Engineering, and Rocket Fair in its junior science colleges to embed inquiry-based learning, interdisciplinary projects, and real-world applications into the curriculum.
Mara is also expanding Mobile Robotics STEM Labs, Digital Technova Bootcamps and Community STEM Camps, especially in collaboration with the Orang Asli Development Department to reach rural areas.
Asyraf said Mara adopts the “STEM Berfokus” approach where students begin learning physics, chemistry, and biology from Form One.
