Malaysia is a nation of approximately 27 million people. Maybe, fifty percent or more of the population would be below the age of 25 years. In this respect the Government has to ensure that any policy that is determined in relation to education differs from all other forms of socialization.

Whilst, education  may be for a specified time frame, that is,   from childhood until one reaches adolescence, the policies have to be regarded as a major agency of socialization.

It is imperative that the Government should not fail to be of the realization that all parents of children regardless of their social status have to regard education as a necessity. This is the only way forward of preparing their children for adult life.

The other forms of socialization which are concerned with the mutual relations that have to be maintained by living within and between communities, matters regarding health, housing, obligations to be carried out by local authorities, safety and health conditions at the workplace, match and mismatch of jobs in the employment market, remunerations offered and pension provisions for old age and a host of other needs and requirements of the community would be determined by the people through the democratic process at regular intervals. That is how Muhyiddin has been appointed to be the Education Minister.

Muhyiddin  as well as Anwar of the Parti Kadilan Rakyat cannot abruptly brush aside the opposition and concern demonstrated by a large segment of the civil society on the decision to revert to the teaching of Mathematics and Science in the National Language.

These parents have devoted a considerable potion of their time to take notice of the  child’s needs from infancy up to  through the child’s teenage years and thereafter act as a guide and financial sponsor of their child’s tertiary education.

For a single moment, do not be inclined to conclude rashly, that we are against the teaching of the National Language. As a people of this Nation the language must be learned. To muster or master the language can be achieved by one and all the students in the compulsory first nine years of education.

The Government cannot, solely take into account and consideration, the current existence of the structured social inequality, which is of its own creation. Neither can there be the excuse that the teachers are themselves, incapable of teaching in English. Nor can there be the argument made in favour of the children that come from socially disadvantaged communities that are unable meet up to the challenge of learning and acquiring their knowledge in the English Language. There are before our eyes, both in the Government, the Civil Service and in the private sector Men and Women who are a beacon of light, who have gained outstanding achievements, even though they have come from “impoverished social backgrounds.”

What is the bone of contention of most of the devoted parent’s, is the acquisition of knowledge. There can be no denial of the fact that to be able to succeed in school both the child and the parent with the moderator being the teacher have to encourage the child in a structured way on the financial rewards and the status the child would derive from obtaining adequate and recognized qualifications. The teacher should make learning and acquiring knowledge, interesting. They  should not teach, for the sake of teaching, to earn a living.

At the same time the Government must accept the fact that by lowering the standard of education to accommodate the current prevailing ethnicity divide and those from the socially impoverished background, to enable more such children to continue with their education up to the tertiary, would indeed be an exercise which is irresponsible and feeble. It would be self defeating. The resultant effect would be that  the flood gates would be opened for unemployable and mediocre or degree holders of middling quality, who would enter the employment market. Even today we already have such degree holders employed as sales assistants in shopping arcades and at fast food outlets to name a few.

There cannot be an oversight by the Government, that the distribution of employment opportunities would have be linked to the current prevailing economic conditions and future plans. It is also a fact that the distribution of occupational status and reward is determined by the educational achievements of an individual in the private sector. In the Civil Service no such measure is used. It is solely dominated by only one ethnic group, that is, of Malay Origin.

In the final analysis, if the Government continues in this manner, of making a flip flop in its education policies, it will continue to be a developing country. The highway to becoming a developed nation by 2020 would only be a bad dream, not being able to come true, as envisioned.

Only when the Government gives recognition to “MERITOCRACY” in the functioning of both in the Civil Service and the Government Linked Coporations(GLC) and truly disregards appointments based on ethnic origin,  would we see the blooming of a meritocratic society. Out of this situation would be born the condition of granting social awards which are not solely based according to the current ascribed ethnic characteristics, but based on the talent of the holder of that assigned position.

When we have educational achievements based on merit regardless of  ethnic origin, colour, religion and or class or social status and further occupational status and rewards based on the individuals academic achievements, only then can we say that we have a dream that will bring to fruition the attainment of the status of being, a developed nation.

Taking the current prevailing idiosyncrasy of Muhyiddin as the Education Minister we are amazed with his statement as reported in the Star Publication on 22.08.2009 where he has inter alia stated, “ the Federal Government wanted the country’s education system to be on par or better than those of developed nations.”

How could we be at par or better than developed nations, when even now we are far behind SINGAPORE.

To add insult to injury, Muhyiddin states,” The role of parents is also crucial as they must motivate their children to master the language as they will be competing in a world which is increasingly becoming more challenging.”

So, Muhyiddin, what language should the parents motivate their children to master?

Surely.” Not “ the National Language. So it looks like the education system is not going to prepare the Malaysian children for an adult life. But the PARENTS have to continue to do so, to ensue that their children transcend the current social obstacles and obtain the educational achievements and occupational status, they desire.



  1. boscopa Says:

    Yes, I am

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