A few months ago, I responded to the Ministry of Education’s suggestion to make secondary education compulsory for all students. It is indeed a commendable initiative aimed at producing a knowledgeable generation.

However, I question the readiness of students to comply with such a policy once it is implemented. What is the purpose of enforcing this policy if students lack the interest and motivation to attend school and learn?

Learning should come willingly and wholeheartedly from the students themselves, and not through coercion.

More recently, a Member of Parliament proposed allowing students to complete their formal education by the age of 16. I am not taking sides with either the supporters or critics of this proposal.

Significant factors to ponder

Instead, I write to highlight that there are many important factors to consider before such a policy is adopted.

The most fundamental concern is the mastery of basic skills among primary school students. The “3M” skills – reading, writing, and arithmetic, must first be addressed.

According to the World Bank’s 2024 report, Bending Bamboo Shoots: Strengthening Foundational Skills, the SEA-PLM (Southeast Asia Primary Learning Metrics) assesses basic skills in reading and mathematics at the primary level.

Alarmingly, almost 36% of Malaysian Year 5 students were found to lack mathematics skills appropriate to their grade level.

This issue deserves immediate and focused attention. Although the MOBIM (Modul Bimbingan) intervention has recently been introduced, it is still in its infancy and not yet mature enough to show significant impact.

Complex educational issues

Educational issues in Malaysia are long-standing and complex.

Personally, I believe the Ministry of Education should focus on implementing one policy effectively, rather than constantly introducing new ones. Less is more.

I understand that the suggestion to end formal education at 16 is meant to offer students the opportunity to enter the workforce earlier, based on their preferences, strengths and capabilities.

However, we must take into account Malaysia’s local context, rather than simply citing examples from countries such as Germany, Japan, Singapore, and Finland.

Vocational training systems are well-established in many of these countries especially in Germany, where the apprenticeship model is standardised nationwide. Students there use the same textbooks and tools, ensuring consistent training quality.

After completing three years of training and working, often with modest wages, many students continue with the same companies. As a result, Germany enjoys one of the lowest unemployment rates in Europe.

In Singapore, 16-year-olds typically complete their final year of compulsory education. After that, they may choose to proceed to pre-university, polytechnic, or the Institute of Technical Education.

However, we must remember that Germany and Singapore are developed countries, while Malaysia remains a developing nation.

Critical matters need to be tackled

In Malaysia, several critical issues must be addressed first – chief among them being the state of our education infrastructure.

Many rural schools still lack basic facilities, such as fully equipped science laboratories, vocational workshops, ICT tools, and conducive learning environments.

Without adequate infrastructure, it is impossible to provide meaningful and hands-on learning experiences, especially in technical and vocational fields.

This is reflected in the annual national budget presentations, where improving school infrastructure remains a top priority in the education sector.

Furthermore, our curriculum needs to be reviewed and updated to meet current industry demands and prepare students with future-ready skills. In particular, the vocational curriculum must be modular, flexible, competency-based, and aligned with technological advancements.

The dense content of the current curriculum further complicates efforts to achieve the goal of completing formal education by the age of 16. In this context, teacher readiness is also a significant concern.

Achieving such an ambitious objective requires substantial investment in additional training and ongoing professional development to ensure that teachers are genuinely prepared to implement new approaches.

Given their already high workloads, teachers must also be equipped with a variety of pedagogical strategies so they can guide students in a more holistic manner.

The proposal to allow students to finish formal schooling at age 16 is not a quick fix to Malaysia’s educational challenges.

It demands comprehensive reforms – beginning with strengthening basic education, developing robust alternative pathways, enhancing infrastructure and teaching quality, and reshaping societal perceptions of what educational success truly means.

Sufficient groundwork required

Malaysia should learn from the experiences of other nations but avoid rushing into flexible education policies without sufficient groundwork.

Education is not merely a pathway to employment; it is the foundation for nurturing resilient, ethical, and productive citizens. Any new policy must be grounded in current data and realities, not idealism alone.

The government must commit to a phased, evidence-based implementation strategy with a clear focus on quality. Today’s youth are tomorrow’s leaders, and their future must not be jeopardised by hastily-crafted policies.

-- BERNAMA

Assoc Prof Dr Abdul Halim Abdullah is a lecturer at the School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia.