AFTER many years of independence, Malaysia still seems lost in its mission to find the right education for its citizens.
It is pertinent to acquire the right education as each nation state has different complexities and experiences, so there is no one-size-fits-all type of teaching, and ours must vividly reflect our culture, identities and stories. Only then will education be proper, right, and form a sense of purpose and foundation for a well-informed community.
In other words, we need to place the right narrative, which is definitely not Eurocentric. However, it does not mean that we should shun everything from that side of the world.
In the ancient times, education used to be informal or less formal; there were no classes or school buildings, yet knowledge was still imparted.
Education is used to be impartial. In fact, it drives revolution and liberates the mind. A real education produces great men and women from across the globe.
Due to this importance, it has been hijacked and used as a tool to hammer down certain dogmas and values. This is when it is no longer free and loses its true purpose.
The advent of the Industrial Revolution has changed the nature of education further by imposing certain “capitalistic” values. Rigid types of assessments are introduced to measure the different intelligences that vary among students.
Learning has become mechanised, focusing more on memorisation and very fragmented syllabi. Exam-based subjects are given utmost priority, while the perceived less significant subjects are not paid attention.
This in turn, entails a double standard perception of teachers and students towards certain non-exam-based subjects. The quantity of As is also given meticulous attention, as if that is the sole purpose of education besides job market value.
Oftentimes, the number of As is used as a yardstick to display a certain “individual” policy success by compromising quality. Hence, the underlying intention by many students to further their studies is to attain better job prospects with much higher pay.
However, the reality may be different from the illusion in people’s minds. Technical- and talent-based subjects are gaining more currency.
Certain countries have come to this realisation and shifted towards a more holistic approach to education in practice, not just in theory. Here, the curriculum has evolved a few times from KBSR/M to KSSR/M.
On paper, everything looks perfect and functioning, but when it comes to implementation, that is where it does not work. The mentality of getting things done on paper but not in practice must change.
This is so ubiquitous that it backfires on any training or reform because many practitioners are complacent with the pedantic work. The real aim to educate and make an impact has been reduced to paperwork; hence, it is very detrimental to the future.
Practitioners or teachers mostly have little drive to “teach” and upgrade themselves. Many are trapped in a stale mechanical environment, with little contribution and improvement made.
Without embracing analytical and critical thinking, and creativity in the practise of education, nothing will ever change for the better. Superficial amendments will take place from time to time, thus risking further complications, which some may see as “good” compared with simple efficiency.
So, how do you deal with getting an education here? – The Vibes, June 2, 2021
Sharifah Noor Alhabshi is an educator who wants to see a progressive change in the education, social and political spheres, particularly in Malaysia
