Reforming Education: 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.
As usual, his answer to the crisis was simply a promise to develop a “ten-year master plan” to “transform” (that favorite word again!) rural schools. By the time that committee is formed he would be busy campaigning or scheming to take over Prime Minister Najib’s job, and our rural students would be back to where they are today – ignored.
The challenges confronting kampong students are many and obvious. One is their persistent low English proficiency; two, their less-than-conducive intellectual environment at home and in the community due largely to poverty; and three, inadequate schools and less-than-superior teachers.
The government cannot easily ameliorate their poverty and lack of intellectual stimulation at home and in the community. The authorities can however, compensate for those deficiencies by improving the other two factors. That is, enhance their English fluency specifically and give them superior education through better schools, enriched curriculum, and competent teachers. That will be the pupils’ sure ticket out of poverty. From there they could then change for the better their families’ and communities’ intellectual and socio-cultural environment. This has been proven in different societies and at different times.
Those who continually harp on changing culture as the effective route towards improving educational achievement or ameliorating poverty have it backward. This does not mean that familial and social factors are unimportant in a child’s education; they are. However it is considerably much easier to improve the child’s education first; the results and impact would also be more readily apparent and measured.
