Losing faith in reform of education system

TO put it bluntly, I have lost confidence in our education system.

There were high expectations after the new government came into power after May 9,2018 with

its promises of reforms, and we hoped that our education system would be restored to its previous glory. But after the blunders in the past one-and-half years, I see little hope in Education Minister Dr Maszlee Malik turning things around for the better.

I have little choice now but to pull my children out of the national school system despite having to work much harder to afford private education for them.

From my observations, recent developments in the Education Ministry show that Maszlee has little or no experience in running the ministry, which is close to the hearts of all Malaysians.

His suggestion to implement free breakfast for all children will cost millions, if not billions, of ringgit; money that could be used for more meaningful things like upgrading school facilities. After all, not all children will eat their breakfast.

His latest blunder was to propose the abolition of streaming in upper secondary level. When you abolish streaming, you will end up with a rojak curriculum where the children become a jack of all trades but master of none. Their grounding in the sciences or arts would not be strong enough for them to survive their university education.

Already, the national syllabus is rojak at best, with more subjects and topics being introduced every year. I cannot imagine my children having to go through the next 10 years of their education learning things that are not relevant to their future careers.

Just think of a 10-year-old child having to learn two or three languages, Science and Mathematics, plus a host of the other subjects like Health Science, Physical Education, Architecture (reka bentuk), Moral and Civics Education, Information Technology, Arts and Craft, History and Geography. On top of these, there’s Khat and Chinese calligraphy too.

Furthermore, some principals, especially in Chinese schools, are adding to the financial burdens of the parents by asking them to buy more workbooks than allowed by the ministry.

When my son was in Standard Three, I was shocked to see that he had 21 workbooks. When he moved up to Standard Four, he had to go through a total of 440 pages for just one subject, Bahasa Melayu.

By comparison, schools conducting international syllabi such as IGCSE (International General Certificate of Secondary Education) only require the children to concentrate on four or five subjects. They focus only on the key areas that will help fulfil their prerequisites for a university education while the rest can be learnt as a hobby instead of being taught in a classroom situation.

My plan was to put my children in Chinese primary school so that they could learn the language. This means they would have to struggle with Mandarin in the first six years of their education, Bahasa Malaysia in secondary level and then English when they enter university.

Like it or not, for Malaysia to compete internationally, we still need the international languages that are widely used across the world without, of course, neglecting Bahasa Malaysia or the mother tongues, which have their place in the country.

One reason why many of our graduates are not employable is because they cannot even express themselves properly.

STEPHEN NG

Kuala Lumpur