Malaysian Children Not Learning Enough in Schools?

Malaysian children are not getting adequate education despite spending more time in school and having a higher national education budget compared to similar countries, a World Bank report revealed.

According to the “Bending Bamboo Shoots: Strengthening Foundation Skills” report, 42 percent of Malaysian students failed to achieve proficiency in reading by the end of Standard 5.

Source: Malaysiakini

This is higher than other countries with similar gross national income (GNI) per capita, which have a failure rate of 34 percent.

The report emphasised that this problem is particularly acute among economically disadvantaged children, with 61 percent falling below proficient levels. In Vietnam, only 18 percent of children (and 41 percent among the poorest) fail to achieve proficiency in reading skills expected by the end of Standard 5.

While the average Malaysian child spends 12.5 years in school, the report said this is equivalent to only 8.9 years of learning. In comparison, despite being economically less affluent than Malaysia and allocating a smaller proportion of its GDP to education, Vietnam offers 10.7 years of learning within a 12.9-year schooling period.

The report attributed the poor learning outcomes to inadequate early childhood education, inconsistent teacher preparedness and dedication at the primary level, and a lack of adherence to policy-guided teacher performance management.

The report suggested improving the quality and access to preschool education alongside assessing student learning outcomes and teacher performance based on global benchmarks. It also recommended supporting and incentivising teacher performance improvements based on evidence. According to the report, teacher training programmes should incorporate data and evidence-based approaches to enhance student learning outcomes.

To make changes, you need a new Minister, a new DG and a whole host of changes. Why are Chinese schools and some international schools superior? They are disciplined, teacher/student outcomes are measured, there is no “ponteng” or “pergi kursus” teachers and children have clear benchmarks to achieve their grades. When you throw in religious courses (including civics) and some civilisation studies that have no relevance in their lives, outcomes in the job market is dismal. No private sector employer wants someone with a religious tilt and one language proficiency.

If Malaysia wants to move forward the bent (or focus) has to be “STEM” not “STEAM” and three languages – Malay, English and Mandarin (“MEM”). This is difficult in the Madani framework unless you have a leader who is strong and courageous to “ram” through. In addition, one must go back to meritocracy and promote more elite schools in urban and rural settings. And this under current circumstances will not happen!

Reference:

M’sian children not learning enough in schools: World Bank Report, Malaysiakini, 26 April 2024