Children who enter school safely should return home safely. This is a fundamental expectation of education and public governance.
Parents, families, peers and the wider community undoubtedly share responsibility for children’s wellbeing. Shared responsibility, however, must not dilute the Education Ministry’s accountability. Schools should provide an environment in which children can acquire knowledge, develop character and grow without fear.
The figures warrant serious scrutiny. The Education Ministry recorded 6,528 bullying cases in 2023 and 7,681 in 2024—an increase of 1,153 cases, or approximately 17.7%. These recorded cases alone justify a rigorous assessment of prevention, reporting and intervention mechanisms.
Between January and August 2026, a further 5,681 bullying cases were reported nationwide. Prime Minister Datuk Seri Anwar Ibrahim disclosed this figure in Parliament on Oct 6 and acknowledged that existing school safety measures remained insufficient.
An eight-month total cannot be compared directly with full-year figures. Changes in reporting practices and willingness to report may also influence recorded numbers. Nevertheless, the Government must explain how these cases were handled, whether victims received adequate protection and whether recurring institutional weaknesses were addressed.
School supervision, bullying prevention, access to psychological support and accountability for negligence are matters of policy, resources and implementation. The Education Minister must answer for the effectiveness of these arrangements.
Historically, the education portfolio has held considerable significance in Malaysia’s national leadership. Its holders have included Tun Abdul Razak (1955–1957), Tun Hussein Onn (1970–1973), Tun Dr Mahathir Mohamad (1974–1978), Tun Musa Hitam (1978–1981), Tun Abdullah Ahmad Badawi (1984–1986), Anwar Ibrahim (1986–1991), Datuk Seri Najib Razak (1995–1999) and Tan Sri Muhyiddin Yassin (2009–2015).
Seven of these eight leaders subsequently became prime ministers; Musa served as deputy prime minister. While such career trajectories do not establish the quality of their education policies, they underscore the portfolio’s importance within national governance.
Education is a foundation of nation-building. Leading it requires strategic judgement, administrative competence and the willingness to accept responsibility. Appointments to this office must therefore be made carefully, and performance subjected to sustained scrutiny.
Several initiatives under the present minister raise legitimate questions about priorities.
In August 2025, Education Minister Datuk Seri Fadhlina Sidek led schoolchildren in a birthday greeting to the Prime Minister that included the words, “Happy Birthday PMX, We Love You.”
Schools have an educational purpose. Involving pupils in expressions of personal affection for a political leader raises concerns about political neutrality. Education should develop independent judgement and civic understanding, with clear boundaries between public institutions and personal political allegiance.
The ministry also introduced the wearing of Jalur Gemilang badges to cultivate patriotism. National identity deserves a place in education, but wearing a symbol cannot establish whether children feel safe, respected or valued. The state’s protection of its youngest citizens is itself a meaningful expression of national responsibility.
In August 2026, Fadhlina challenged students at Setapak Vocational College to develop proposals within a month for using drone technology to improve campus security. Encouraging innovation has educational value. It does not, however, discharge the ministry’s responsibility to provide effective supervision, professional support, timely intervention and enforceable safeguarding procedures.
The proposed 2027 curriculum also includes co-teaching and integrated learning, with science, English and music cited as subjects that could be brought together within a learning session. These approaches require careful scrutiny of teacher availability, training, curriculum coherence and assessment.
Their merit must be demonstrated through implementation and learning outcomes. Novelty alone does not establish readiness, and publicity does not establish effectiveness.
The same principle applies to anti-bullying measures. Awareness campaigns must be supported by accessible reporting channels, prompt investigations, protection against retaliation and clear consequences for misconduct or negligence.
The essential question is whether the minister can translate policy into effective protection for children. I regard the present minister’s performance as deeply unsatisfactory. That judgement should be debated against her record, the adequacy of implementation and the outcomes for pupils.
How low should the standard of ministerial accountability be allowed to fall?
Political negotiation may require compromise. Children’s safety must remain a non-negotiable obligation.
My criticism extends to the Prime Minister. He bears responsibility for the selection and continued retention of the Education Minister. Having held the portfolio himself, Anwar should understand the public trust it carries.
Appointments must be based on competence, and continued tenure justified by performance. Party relationships, political loyalties and coalition considerations must not take precedence over children’s education and safety.
Having acknowledged that existing safeguards are insufficient, the Prime Minister must now explain where the deficiencies lie, how they will be corrected, when corrective measures will be completed and who will be held accountable.
How many more tragedies must occur before reform is accompanied by clear deadlines, demonstrable implementation and meaningful accountability?
The Education Minister must account for institutional weaknesses, and the Prime Minister must assess whether she remains capable of leading the necessary reforms. If she cannot discharge that responsibility, she should resign. If the Prime Minister fails to secure corrective action or address an unsuitable appointment, he must also accept political responsibility.
Families can cooperate and communities can contribute. Those entrusted with policy authority, public funding and administrative power must fulfil their obligations.
Children cannot put their development on hold while institutions repeatedly fail to act. Public confidence cannot withstand indefinite assurances without demonstrable results.
We send children to school in the hope that they will learn, flourish and realise their potential. Ensuring that they return home safely is a basic duty the government must uphold.
DATUK DR MONNA ONG SIEW SIEW
Chairperson
MCA National Policy and People’s Livelihood Research Committee
