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09 Jun 2023
6 Min Read
Afrina Arfa (Student Writer), Nellie Chan (Editor)
Malaysia's educational reform in 2023 is set to revolutionise education for success. Learn about the changes implemented and their implications.
Education undoubtedly plays a pivotal role in driving economic growth for any country. When a nation prioritises education and equips its people with the necessary skills and knowledge, it lays the foundation for development and progress. The prosperity of a nation is, therefore, intricately linked with the capabilities and competencies of its population as they contribute to the workforce, foster innovation, and bolster productivity. Recognising the significance of education, Malaysia is making substantial investments in its education system to pave the path for a successful future.
In parallel, Malaysians themselves are also investing in their education. In 2020, Malaysia achieved an impressive near-universal enrolment rate of 104% at the primary level and a slightly lower rate of 82% at the secondary level. However, in recent years, the Malaysian education system faced escalating public scrutiny from growing parental expectations and employer concerns regarding its ability to prepare Malaysians effectively for the challenges of the 21st century. Moreover, the emergence of the COVID-19 pandemic meant more hurdles for the education sector as educational institutions grappled with the new normal and hastily adapted to new technologies and tools without thorough research or planning.
Prime Minister Dato' Seri Anwar Ibrahim's dedication to addressing these issues is evident in the 2023 Budget. The Ministry of Education (MoE) received the biggest allocation of RM55.2 billion, while the Ministry of Higher Education (MoHE) received RM15.3 billion. This marks an increase from RM52.6 billion and RM14.5 billion, respectively, in the previous year. These budget allocations demonstrate the government's commitment to implementing educational reform aimed at improving the overall standard of education in the nation and, thus, producing graduates who are well-prepared to face future challenges. As Syed Saddiq Syed Abdul Rahman, the Member of Parliament (MP) for Muar, aptly stated, 'As a country, we must future-proof ourselves and prepare for the future.'
One of the objectives specified in the Malaysia Education Blueprint 2013 - 2025 is to understand the current performance and challenges of the Malaysian education system. This objective underscores one focus, among others, on improving access to education. In line with this focus, RM2.3 billion of the overall budget was allocated to enhancing the learning infrastructure across all schools. And within that allocation, RM920 million was designated for upgrading buildings and infrastructure in 380 dilapidated schools, particularly those in Sabah and Sarawak.
Despite this initiative to encourage enrolment, a discrepancy persists between primary, secondary, and tertiary levels. While primary and secondary school enrolments are mandatory and closely monitored to ensure access for all, tertiary institutions, such as universities and colleges, are not. As a result, there has been an incremental decrease in the number of students pursuing higher education. Among the factors contributing to the decline, the rising tuition fees charged by private institutions stand out as a primary reason.
To address the situation, the MoE published the Way Forward for Private Higher Education: Education as an Industry (2020 - 2025), which presents the regulation of tuition fees for Private Higher Education Institutions (PHEIs). While their fees are liberalised, any proposal to increase them requires approval from the MoE. Furthermore, PHEIs are only permitted one increment every three years, which must not exceed 30% of the fees previously approved. This regulatory system seeks to prevent excessive fee increases, protect students from exploitative practices, and provide accessible, high-quality tertiary education for all.
With the advent of the Fourth Industrial Revolution (4IR) and advancements in technology, global economic power now lies in the hands of those who wield creativity, authenticity, and imagination. In this context, PHEIs play an integral role in preparing such graduates for the future. To fulfil this role, PHEIs must establish the necessary systems, resources, and processes to effectively leverage emerging technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), Artificial Intelligence (AI), and the Internet of Things (IoTs). Their learning and teaching (L&T) approaches should incorporate 21st-century skills outlined in the Malaysia Education Blueprint 2013 - 2025, including collaboration, digital literacy, critical thinking, and problem-solving. These skills enable students to thrive in the 4IR as they strive towards becoming future-proof graduates for the future job market.
Although the goal set for this initiative is to achieve 85% graduate employability by 2025, recent reports still show high levels of unemployment. As of 2021, there were 41,467 unemployed graduates in the country, accounting for 14.5% of the total 286,299 local graduates who completed their courses that year.
To address this challenge, one promising scheme is the implementation of micro-credentials. By earning micro-credentials, individuals can step up their employability and stand out to prospective employers. Micro-credentials offer individuals the opportunity to upskill or reskill in a shorter time frame, compared to traditional degree programmes, making them a more accessible option for individuals looking to quickly acquire relevant skills. They are particularly advantageous in rapidly evolving industries where specific skill sets are in high demand.
Also, to address the challenge of unemployability, the implementation of Technical and Vocational Education and Training (TVET) is essential. However, the current TVET sector suffers from a fragmented framework involving eleven ministries (and agencies), leading to duplicated efforts, resulting in redundancy, inefficiency, and wasted resources. Despite a significant allocation of RM6.7 billion, what is urgently needed is a new and more efficient TVET framework. It is recommended to streamline the sector into three ministries: the Ministry of Human Resources can focus on upskilling and reskilling the labour force, while the Ministries of Education and Higher Education can foster TVET in schools and higher learning institutions. This regrouping and restructuring would enable the sector to prioritise the production of competent and skilled graduates who are well-prepared to meet the demands of the job market.
The education sector's evolution over the years, driven by technological advancements and efforts to improve access and quality, has far surpassed any mere understatement. This transformation has gained even more momentum since the arrival of the unity government in late 2022, which has set in motion a diverse range of initiatives and policies aimed at reforming the education system, serving as a testament to their unwavering dedication. While the exact trajectory of the education sector in Malaysia remains uncertain, one thing is certain: progressive changes are on the horizon.
However, the concern lies not in the government's goals or plans, but rather in their feasibility. Despite the allocation of funds and the ambitions to improve access to equitable education and implement nationwide digitalisation, micro-credentials, and TVET, the challenge of collaboration among ministries and institutions looms large within the short span of a year. Although strategies may have been formulated, their execution will likely take years, if not decades.
Nevertheless, the relentless devotion demonstrated by the nation towards education will, over time, pave the path for a future where its people are equipped with the necessary skills and knowledge to thrive in both local and global markets. Through these steadfast efforts, Malaysia is setting the stage for a brighter tomorrow, ensuring that all Malaysians are future-proofed for success.
Afrina Arfa is currently pursuing a Bachelor of Finance and Economics (Honours) at Taylor's University. She spends her time indulging in economic news, hoping to inspire others to think beyond the constraints of society.
