The miracle of education in Malaysia

Hopefully, the Malaysian who is born today and in the years to come will be the last generation of our citizens who will be living in a country that is called ‘developing’. The ultimate objective that we should aim for is a Malaysia that is a fully developed country by the year 2020 and in our drive to move vigorously ahead nothing is more important then the development of human resources (Mahathir, 1991).

No truer words were ever spoken than the words of the former Prime Minister of Malaysia, Dr Mahathir. After three decades of service in the United States as a professional educator, I am in awe of the accomplishments of not-so-long ago former British colony. My work in Malaysia has been one of the most eye-opening educational adventures of my life. In 1954, Malaysia won its independence from Great Britain. Three groups consisting of indigenous bumiputras and large populations of Chinese and Indians have moved forward to establish a new country. After a quarter of a century under the direction of their former Prime Minister Dr Mahathir, the country moved from an agrarian society by revamping and reinventing a new nation. A three-pronged approach, Vision 2020, including the development of their industry, infrastructure and educational system, has been a model for the world. Vision 2020 is currently in its ninth revision, as Malaysia continues to strive for betterment. A clear had been established.

While working for a Japanese company in Japan, I observed non-Japanese workers and asked about them. I had worked in several car companies over the years and was shocked by their presence. This forward-thinking action accomplished two feats. Malaysia utilised a unique approach of paying Japanese car companies to allow Malaysians to work in Japanese car factories. The Malaysians brought back to their country the technology and skills needed to produce cars. First, Malaysia has not become one of many countries where Japanese cars are produced. Secondly, they have their own car company, Eon. Manufacturing skills, factories, increased mobility for their citizens and an infusion of income, and keeping the ringgit in the country are just a few of the positive results.

The new airport, in Kuala Lumpur, is one of the world’s finest. It is a welcome mat for the world. It is just a glimpse of the upcoming events in the city. The Petronas Towers are one of the wonders of the world. Until recently, they were one of the tallest human-made structures in the world in this country of great natural beauty and warm people. The city boasts a tunnel, which is used for transportation, until the seasonal downpours designate the need for it as a drainage ditch. This is a revolutionary idea. The highways have been improved to handle the increased traffic generated by a country that produces its own vehicles.

Finally, the educational system has leap-frogged over the ever-changing educational scene by issuing numerous requests for proposals (RFP) for education programs worldwide to meet the need for technology, math, science, language arts and the measurement of educational change. One autumn, years ago, Dr Mahathir issued a dictum. All math and science courses in secondary schools would be taught in English by January first. The use of the international language, English, would help to level the playing field economically. The money was given to school principals, who were directed to accomplish this task.

Twenty-five years of a consistent, stable government administration of education has provided educational change that is unmatched.

Any country or state could choose to develop and implement a world-class educational system, but no other country has accomplished this seemingly simple and elegant task. After 30 years as a professional educator in the United States, there is no comparison. If one state simply chose for its citizens to have the finest educational system on earth, it would be possible. In-fighting, lack of research-based practices, nepotism and kingdom building has precluded this occurrence. It is a national embarrassment.

In conclusion, words that were bestowed the end of a Malaysia government meeting of their Ministry of Unity MoU), one of the two governing bodies of education, still brings tears to my eyes. The man conducting the meeting, which included government officials, preschool teachers, a curriculum specialist and myself, opened his hands widely with his palms up and implored us, ‘Please remember we are all brothers an sisters’. To me, this is a miracle.

References

Bjunid, Ibrahim Ahmad (2001). ‘The transformation of Malaysian society through technological advantage: ICT and education in Malaysia’. In Journal of Southeast Asian Education, vol.2, no. 1.
Yonally, Dawn and Ervay, Stu. (2006). ‘The miracle of Malaysian education’. In Malaysian
University Education Journal, Malaysia. (2), 198-207.
Kamagawa, Akiko. ‘Higher education reform: challenges towards a knowledge society in Malaysia’. (2003). In African and Asian Studies, vol. 2, no. 4.
Lee, Molly N (1999). ‘Education in Malaysia: towards Vision 2020’. In School Effectiveness and School Improvement, vol. 10, no. 1.
Ministry of Education (MOE), Malaysia (2004). The development of education: national report of Malaysia.
Mohamad, Mahathir. The way forward - Vision 2020. (1991) Retrieved on 6 May 2005 from http://wawsan2020.com/vision/index.html.
Multimedia Development Corporation (MDC). Smart school: the story so far. (September, 2002). Retrieved on 8 May 2005 from http//www.msc.com.my/download/msc.com/2002/september/16498%20SMARTSCHOOL%030_8%20.pdf

ABOUT THE AUTHOR

Dr Dawn Yonally is a professional educator who has worked as a teacher, administrator, subject matter specialist and consultant. She has worked in Malaysia, Japan and the United States. Teaching and research in on educational change, teacher education, curriculum and instruction and international education are her areas of interest.

 

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