WHEN Tun Dr Mahathir Mohamad was prime minister the first time, he introduced Kurikulum Bersepadu Sekolah Rendah and Kurikulum Bersepadu Sekolah Menengah, and relentlessly emphasised Mathematics, Science and English. We also take note of the Technical and Vocational Education and Training and information and communications technology (ICT) subjects introduced by the previous government.
The education system has undergone rapid changes and we are moving towards the Fourth Industrial Revolution, emphasising digital classroom, Internet of Things, Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Arts and Mathematics (STEAM) education. Perhaps it would be beneficial to research the education models that were successful in other countries and whether those models fit in our cultural landscape.
As the country is going through institutional reforms, the education system is one area that needs a complete overhaul. What Malaysians would like to see is that continuous efforts are taken to reinvigorate the system and make way for progressive education to take place in all levels, both macro and micro systems, from early childhood education right up to tertiary level. This is in the spirit of the National Philosophy of Education, which is “towards developing the potentials of individuals in a holistic and integrated manner, producing individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious”.
Here is a wish list to revamp the education system:
MOST Malaysians are not ready for a single-stream school system, but the first step can be taken to pave the way for a better school system in years or decades to come. Right now, we have a multiple-stream school system, which includes national schools, vernacular schools, religious schools, vocational schools, international schools and private/independent learning centres. There should be a standardised way of managing multiple-stream schools so that students are not discriminated for graduating from different schooling backgrounds. In addition, language subjects like Mandarin, Tamil and Arabic should be introduced in national schools, allowing students from any ethnicity to learn these languages. This will not only foster unity, but also enrich the learning environment of national schools, which are populated by students of a single ethnic group;
REWRITE the History textbooks. Bring back the History lessons of the 1960s, which covered world history and civilisation. The history of a country should not be distorted and must be presented as how it happened, including true accounts of the Malay Archipelago and Asian civilisations. History redefines itself, so the achievements and national agendas need to be incorporated in history textbooks to recognise the sacrifices of people from all ethnicities;
AS the nation is gearing towards STEM education, let us be reminded of Mahatma Gandhi’s words: “Science without humanity is a sin”. Focusing on mechanistic solutions without reflecting on the human element, ethics and integrity would not bode well for the country’s progress. We do not want scientists to work in aloofness, but to be communicators of science and enhancers of “public understanding of science”. That is why, in some countries, STEAM is emphasised, that is incorporating arts in STEM. Our national agenda looks at increasing the enrolment of Pure Science students by 60 per cent. But, in our enthusiasm to produce 60 per cent of science graduates, we must not compromise on the entry requirements and passing grades of students in Science and Mathematics subjects;
TO ensure a fun learning environment, we must ensure that science laboratories in national schools are functional. Most schools do not have sufficient lab resources, chemicals and apparatus for students to carry out practical lessons and to comprehend science concepts through inquiry learning. This is an area that needs immediate attention;
RELOOK teachers’ workload. Every national school teacher would testify that his or her teaching hours are compromised by increasing administrative duties, meetings and hours spent keying in data in the Education Ministry’s websites. Perhaps, the government can designate new positions to assist teachers in administration. Dr Mahathir said the government would consider using new technologies and teaching software to assist teachers. While that is a welcome move, we need to be mindful that attempts to introduce 1BestariNet and Frog VLE were futile. The reasons for the failure need to be taken into account when introducing technology-based learning. Inputs need to be gathered from teachers and school heads at the grassroots level and not just officers from education departments;
OUR prime minister has always been vocal in emphasising the importance of English. We have gone through a decade of flip-flop policies, including the Teaching and Learning of Science and Mathematics in English (PPSMI), Upholding Bahasa Malaysia and Strengthening English (MBMMBI), Dual Language Programme and the Highly Immersive Programme. It is time leaders did not bow to political pressure, but did what was right to bring back the glory days when we conversed in English without undermining the national language;
THEintroduction of ICT and robotics in schools, with organisations coming forward to engage schools, is laudable. But, the question remains whether all schools are getting the same attention and benefits;
THE infrastructure of rural schools in the Peninsular, Sabah and Sarawak is a grave concern. Not to forget the teachers and students in remote areas who risk their lives to reach school every day;
RESEARCH in Science and Humanities will not take place if there isn’t enough research funding. In the last few years, public universities saw a drastic cut in the allocation of budget, which resulted in the termination of professors and freezing of recruitment. There needs to be a governing body to look into the allocation of budget to public and private universities for academics to pursue research in Science and Humanities subjects, and to collaborate with national think tanks; and,
IT is undeniable that disparity and inequality exist in education. The students in national schools do not get the exposure and learning facilities as the students in international schools. Similarly, we see students in private universities engaging in roundtable discussions, equipped with laptops, flipped learning and live streaming recordings, as compared with public university students, who sit in lecture halls and take down notes. Then, there is the issue of students with merit who are not given a place in local universities. The disparity and inequality in education need to be addressed for the nation to move forward.
This list is not exhaustive, and I am sure the teaching fraternity and academics would be able to come up with more robust recommendations.
DR S. MATHANA AMARIS FIONA
Former teacher and research fellow at a private university