Pondering Over Education

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“Education is the most powerful weapon which you can use to change the world.” 
— Nelson Mandela  
This statement reminds us that education is not only about teaching knowledge but also about shaping a nation’s future. 
In Malaysia, education forms the foundation for social stability and economic progress. Yet, despite its importance, our education system continues to face deep challenges in preparing the younger generation for a rapidly changing world.
Recent tragedies — the death of Zara Qairina, two rape cases in schools, and a gruesome murder in a Petaling Jaya school — have shaken public confidence. Parents now question whether schools are still safe places for learning. Are there enough counsellors, discipline officers, and proper monitoring in schools? 
Many schools lack the trained staff needed to handle emotional and social issues. Teachers, already overworked, often find themselves acting as counsellors and administrators on top of their classroom duties.
Teachers should be focused on pedagogy — the art and science of teaching — yet they are often burdened by paperwork, reports, and clerical tasks. 

In many schools, administrative responsibilities consume valuable time meant for lesson planning and mentoring. Ideally, each school should have full-time administrative officers to manage non-academic work, allowing teachers to focus fully on nurturing students.
This points to a larger issue: leadership and administration. 
Education, like eating, is something everyone is familiar with — but few truly understand how the system works behind the scenes. Everyone has opinions about schools, yet few realize the scale of what the Ministry of Education (MOE) manages. 
The ministry oversees almost 600,000 employees, including over 400,000 teachers, managing 7,900 schools and 160 District Education Offices (PPD) across the nation. Leading such a vast system requires strong, stable, and experienced leadership.
National leadership must take the Ministry of Education seriously. It is not just another ministry useful as a political platform for re-election — it is the single largest and most influential institution in shaping the nation’s values, identity, and workforce. 
The Minister of Education should ideally be a senior leader with familiarity in government bureaucracy, someone capable of harnessing the energy of hundreds of thousands of educators and administrators. The future of the country depends on how effectively this ministry is managed, inspired, and supported at the top.
The ministry’s name itself — from Kementerian Pelajaran to Kementerian Pendidikan — signifies a shift in responsibility. The word Pendidikan reflects a broader mission: not just teaching academic content, but also building character, leadership, and citizenship. 
Schools should not only produce high achievers but also individuals who think critically, act ethically, and contribute meaningfully to society. However, in reality, the system still focuses too much on scholastic results. 
Parents and schools often equate success with grades and university admission. Students are trained to memmorise facts rather than understand ideas or solve problems. This exam-oriented culture limits creativity, communication, and practical thinking — skills that are vital in today’s fast-changing industries.
A Form 1 student entering secondary school today will sit for SPM at the end of Form 5 — roughly the same span as one parliamentary term or a minister’s tenure. This highlights the importance of long-term educational policy. Reforms cannot be rushed or reset with every new minister. Education requires patience, continuity, and a clear national vision.
Every year, more than 400,000 students sit for SPM. About 150,000 enter local universities, while 250,000 move into uncertain futures. Over five years, that means two million students — 750,000 enter university, while 1.25 million directly enter the job market. The question is: are we preparing enough opportunities and training pathways for them? 
Technical and vocational education, entrepreneurship support, and job-matching programmes must become central to policy, not secondary.
Even among graduates, underemployment and skill mismatch persist. Many young Malaysians spend years seeking stable jobs. Employers frequently report that graduates lack the soft skills, adaptability, and innovation needed in the digital age. This gap between education and employment shows that our system is not yet aligned with industry transformation.
Artificial intelligence (AI), information technology (IT), and automation are reshaping the global economy. Malaysia must prepare its workforce to adapt, not fall behind. 
Education must evolve from rote memorization to transformative learning — where students learn how to think critically, collaborate effectively, and apply technology creatively. Teachers, too, must be trained in digital pedagogy and lifelong learning to keep pace with new challenges.
As philosopher John Dewey warned, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” His words are a reminder that education must continuously evolve. 
Education in Malaysia is both familiar and misunderstood. The Ministry of Education carries the enormous responsibility of shaping minds, building character, and preparing a competitive workforce. For Malaysia to move forward, national leadership must treat this ministry as the heart of nation-building — guided by vision, strengthened by expertise, and supported by all. 
Only then can education become the true “weapon” Mandela spoke of — one that transforms Malaysia’s future with knowledge, integrity, and purpose.

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