Why many turning to international schools
Published on: Sunday, March 24, 2024
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Students benefiting from a premium education race ahead, leaving those dependent on the underfunded public system behind. This disturbing parallel to the elitism of the pre-independence era, critics argue, threatens to reify a segregated, two-tiered educational system once again. - pix for illustration purposes only
The British colonial education system was segregated, with English medium schools reserved for the privileged.
It unsurprisingly sowed seeds of resentment towards the language after independence in 1957.
This resistance culminated in the enshrinement of Malay as the national language in the Federal Constitution (Article 152). However, Articles 152(1a) and 152(1b) permitted vernacular languages like Mandarin and Tamil to be taught, learnt or used in schools.
But forging a unified national identity in Malaysia proved to be a complex undertaking. Recognising this challenge, the government implemented a substantial overhaul of the education policy beginning in the 1970s.
Measures such as incorporating shared history curricula and mandating Bahasa Malaysia instruction in all schools, even vernacular institutions, were instituted to bridge the cultural gap.
While these programmes initially encountered reluctance, they gradually led to a significant improvement in Bahasa Malaysia fluency among non-Malay students.
This emphasis on a common language is a crucial step towards fostering a more unified national identity. But there are further challenges ahead that will require a delicate balancing act to handle.
A 2010 study by Raman, S. and Tan, YS. titled “Ethnic segregation in Malaysia’s education system: enrolment choices, preferential policies and desegregation” (published in the journal Paedagogica Historica), highlighted concerns about the country’s compartmentalised education system.
The researchers pointed out that a common language is essential for building a unified nation, fostering communication and collaboration in workplaces, and ultimately driving economic integration.
Without it, they said, students would remain segregated along ethnic lines, hindering their ability to develop a shared national identity and future workforce collaboration.
This challenge has now taken a new form with the unplanned surge of expensive private international schools in the country.
These well-funded institutions, which boast modern curricula and instruction in English, are attracting affluent parents seeking prestigious international qualifications for their children. However, their exclusivity, fueled by high costs, creates an impassable barrier for most Malaysian families, exacerbating anxieties about educational elitism instead.
Critics denounce expensive private schools as amplifiers of privilege, granting social mobility to a fortunate few. Meanwhile, strapped for resources and lacking sufficient English language programmes, many public schools are grappling with overflowing classrooms and decaying infrastructure.
The inevitable outcome? A widening educational divide.
Students benefiting from a premium education race ahead, leaving those dependent on the underfunded public system behind. This disturbing parallel to the elitism of the pre-independence era, critics argue, threatens to reify a segregated, two-tiered educational system once again.
Stemming from a colonial past that restricted formal education to a select few, Malaysia’s education system must evolve beyond a rigid, one-size-fits-all approach.
Language holds immense power, and establishing a truly equitable system requires acknowledging the diverse strengths and weaknesses in the current policy.
Increased developmental funding, multilingual programmes, and fostering collaboration between schools are crucial steps in bridging the educational gap and empowering all citizens to reach their full potential.
Dr Syed Alwee Alsagoff,
Fellow, National Council of Professors
- The views expressed here are the views of the writer and do not necessarily reflect those of the Daily Express.
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