‘Education is the most powerful weapon which you can use to change the world.’
— Nelson Mandela
On Tuesday, the Ministry of Education reiterated its decision not to reverse the previous government’s move to abolish the Standard Six Ujian Pencapaian Sekolah Rendah (UPSR) and Form Three Assessment (PT3) exams, despite calls for reconsideration. This decision is final.
“Our children are not lab rats, for whom exams come and go,” said Federal Education Minister Fadhlina Sidek, as quoted by state news agency Bernama on Tuesday.
The minister stated that the ministry’s focus is now on implementing the new 2027 school curriculum and drafting a new education development plan to guide the nation’s education system for the next decade, starting in 2026.
These UPSR and PT3 examinations were completely abolished in 2022 by the then Senior Minister of Education, Datuk Mohd Radzi Md Jidin, and replaced by Classroom Assessment (PBD) and School-Based Assessment (PBS).
Introduced in 1988, the UPSR aimed to help students master the 4M: reading, writing, arithmetic, and reasoning. PT3, implemented in 2014, replaced the Lower Secondary Assessment (PMR).
Fadhlina stressed that any decision to reinstate the exams must be made holistically and will not be taken lightly. She added, “We need consistency, and we have made several specific commitments to strengthen classroom-based assessments and provide teacher training to ensure nothing disrupts students’ progress.”
Earlier this month, Deputy Prime Minister Datuk Seri Ahmad Zahid Hamidi suggested that the national education policy needed revamping as it did not account for the two examinations.
He made these remarks after it was found out that around 10,177 Sijil Pelajaran Malaysia (SPM) candidates last year did not sit for the exams, with issues in reading, writing, and arithmetic (3M) among the identified problems.
While I acknowledge the valid points made by both Fadhlina and Ahmad Zahid, I tend to lean towards Ahmad Zahid in advocating for a revamp of our national education policy. Our education system has needed a major overhaul for some time.
I understand Fadhlina’s concern that “children should not be treated like lab rats, where exams come and go,” but why wait two more years, or even longer, to address these urgent issues? The recent news that 122,062 Year One students were selected for the Literacy and Numeracy Intervention Programme (LNIP) last month due to struggles with basic skills underscores the pressing need for reform.
This news is indeed worrisome, and I firmly believe that the education policy could be a significant contributing factor, alongside students’ learning abilities and their learning environment.
Most teachers would concur with this, even though they may not openly voice their opinions due to professional obligations.
I have personally encountered many secondary school students who still struggle with fundamental skills. It is common to hear parents and employers, perhaps out of frustration, make comparisons between today’s university graduates and students from the past, highlighting deficiencies in basic skills.
While these comparisons may seem exaggerated, they do raise valid points. In the past, individuals with just a Year Five or Year Six education could be employed as teachers or senior officers in government departments, and they performed their duties admirably.
It is undeniable that numerous changes have been introduced in attempts to enhance our education system. However, concerns persist among parents and educators regarding the system’s effectiveness and the noticeable decline in student performance, suggesting that the system may not be functioning as intended.
Complaints about teachers being overwhelmed with administrative tasks and frequent policy changes, which detract from actual teaching and student engagement, are also prevalent. The current system may be failing to adequately address crucial areas such as literacy, numeracy, and critical thinking, especially if test scores and assessments indicate underperformance in these areas.
Furthermore, there appears to be a disconnect between education and the demands of the job market, indicating that our education system may not be producing graduates with the necessary skills for today’s workforce.
Employers are increasingly voicing concerns about the lack of essential skills among graduates, such as collaboration, critical thinking, and adaptability. This deficiency may stem from an outdated curriculum that fails to keep pace with the evolving global and technological landscape, leaving students ill-prepared for future challenges.
While space constraints prevent an exhaustive list of grievances, it is evident that these issues cannot be ignored. While not all aspects of our education policy are negative, the concerns raised by stakeholders, parents, teachers, and students, coupled with adverse outcomes, must not be disregarded.
A comprehensive review is imperative to strike a balance between academic achievement and practical skill development, as well as emotional and social growth. This review should advocate for a thorough and long-term education strategy with clear objectives for the next 10 to 20 years, ensuring that Malaysia’s education system remains competitive and future-proof.
To sum up, this review is crucial to keep pace with the rapid societal, technological, and labour market changes of today, guaranteeing that our education system effectively equips students to tackle future challenges and seize opportunities.
The views expressed here are those of the writer and do not necessarily represent the views of the Sarawak Tribune.
