By Remy Majangkim
KOTA KINABALU: The long-term social and economic development of Malaysia is intrinsically linked to the quality and effectiveness of its education system.
To equip students with the skills and competencies required for future societal contributions, it is imperative that educational reforms address current deficiencies through deliberate, evidence-based policy interventions.
Recent shocking crimes in Malaysian schools have prompted national debate about the direction of our education system.
Suggestions such as banning mobile phones, reintroducing corporal punishment, and installing metal detectors raise questions about whether these measures tackle fundamental, long-term issues or serve as mere temporary fixes.
As we consider these responses, we must ask: what is truly needed to achieve lasting education reform?
A recent discussion with retired teachers emphasized that the effectiveness of education fundamentally depends on the implementation of appropriate consequences and a focus on discipline.
These educators argued that there are no simple solutions to the longstanding strains on Malaysia’s education system, which have developed over decades. Reflecting on past practices, they noted that fostering student growth required a balanced approach grounded in care and psychological understanding, rather than frequent punitive measures.
According to these teachers, a culture of mutual respect, strategic discipline, and individual attention contributed to the higher quality of education experienced in previous generations.
We strive to prepare you for your future and the country. Today, the teacher mindset is different and would not be able to stop on their track to fix a problem.
Back then, we did it all the time. This involves the school principal and your parents coming to school for an earful. A few strays are manageable, but if the system has failed, it will be an overwhelming endeavor.
The decline began in the late 1980s, when changes in government policies made our education system unable to keep up with many mixed messages and confusion.
The habit of reading disappeared almost overnight, and so did critical thinking.
Let me give you an example: the day that you introduce objective questionnaires is the day you deprive students of understanding the question and answering it through writing.
Then we revert it to a memorization exercise. In America, a quiz was given after the previous class. You get points that are accumulated by the end of the semester, but the exam papers will be in writing to answer three out of five questions, on a specific time frame. But if you could answer more than that, it is an extra bonus.
Our preschool education should not focus on memorizing the alphabet, which hinders children’s development. At this tender age, they should be learning to communicate, building character, and confidence. The Japanese go so far as to teach student to clean up their classroom and toilets. Can the Malaysian version be adapted?
The main issues that need to be addressed are the Education portfolio. It is disheartening to watch politicians meddle in our children’s future.
Imagine a Health ministry portfolio that was helmed by an elected member of Parliament who comes from a bus driver background? I bet our Health Ministry will have excellent logistics. Right?
