Category: Education

M. Bakri Musa
Second of Six Parts: The Challenge of Providing Teachers

In Part One I discussed measures to increase the English fluency of kampong pupils, key to enhancing their employability and self-confidence. These include increasing the hours for English instruction, introducing immersion classes as with our earlier Special Malay and Remove Classes, and even bringing back colonial-era English schools to the kampongs. This section focuses on the special challenges of attracting teachers, specifically to teach English, and on improving kampong schools.

Attracting Teachers

Malaysia has a deep reservoir of English-speaking teachers trained under the old all-English system. They are now all retired, but given sufficient incentives they could be readily enticed to teach in our rural schools. Right now there are only half-hearted attempts at attracting them, with the efforts left to local headmasters. These headmasters, brought up under the existing system, are only too aware of their own limitations in English. They are not about to be welcoming of or risk having their own inadequacies exposed by these hitherto senior English-fluent teachers; hence the failure of the current policy.
Continue reading “Reforming Education Part Two: Fixing Kampong Schools”

M. Bakri Musa

(First of Six Parts)

Deputy Prime Minister and Minister of Education Muhyiddin Yassin promised to release his “thorough review” of our schools by yearend. I hope that he, his officials, and the slew of expensive consultants he hired will pay attention to the unique challenges facing three particular groups of students: those in our kampong schools, residential schools, and those university-bound with their post-Form Five dilemma.

I will cover these three issues in the order presented. I had earlier critiqued and put forth my recommendations on improving the whole system in my book, An Education System Worthy of Malaysia (2003).

There is no shortage of reviews, thorough and otherwise, of our education system. Unfortunately, just as the recommendations of one new policy were being implemented, there would follow, just as surely as a burp after a roti canai breakfast, a stunning reversal soon thereafter. Unlike a burp where only stale gas would be expelled, with a policy reversal the whole earlier content would be vomited out. It is enough to keep the heads of our pupils and teachers spinning, further distracting and confusing them. A prime example would be the language of instruction for science and mathematics.

In addition to the confusions and distractions from these frequent policy reversals, kampong pupils in particular are further burdened by a triad of formidable obstacles that have remained unresolved for decades despite the multitude of reforms. Incidentally as these pupils are Malays, they should be of particular concern to UMNO, Perkasa, and other champions of Ketuanan Melayu types. On a more general level, Malaysia cannot become developed if a major segment of its population – its rural youths – are deprived of quality education. That is quite apart from the racial implications.

It is pathetic if not reprehensible that after nearly three years as Minister of Education it is only now that Muhyiddin is aware of the glaring achievement gaps between rural and urban schools. He discovered this from perusing the results of the recently-released Sijil Persekutuan Malaysia (Form Five) examination. Muhyiddin’s ignorance is even more incomprehensible considering that he is the product of a rural school. That could only indicate sheer bumbling incompetence or gross dereliction of duty. Continue reading “Reforming Education: Fixing Kampong Schools”