‘The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.’
– Martin Luther King Jr, American activist
Recent ugly incidents in Malaysian schools should awaken the Education Ministry to the rot in our school system. If they have not, then we are in deep trouble.
Over the past few months, there have been multiple reports of rape incidents involving students in schools, along with other serious disciplinary issues. Then came the suspected murder cases of two schoolgirls — one in Sabah and the other in Petaling Jaya — incidents that should jolt us to the very core.
Seriously, I don’t know what else needs to happen for our education authorities to sit up and earnestly work out concrete plans of action to address these long-standing issues.
We are somewhat consoled that Prime Minister Datuk Seri Anwar Ibrahim is aware of, and publicly concerned about, multiple systemic weaknesses in the Malaysian education system — such as discipline, language proficiency, infrastructure, and readiness for future technological demands.
The murder of a schoolgirl in Petaling Jaya on 14 October could be seen as part of the broader challenge of ensuring a “safe school environment”, where discipline, student behaviour and supervision are critical — issues he has publicly addressed.
Thankfully, Education Minister Fadhlina Sidek has also put on her thinking cap in light of the Bandar Utama school murder. At the very least, she has become more proactive in education matters; the mounting criticisms against her poor performance must have sunk in — at last.
Fadhlina’s plan to introduce “Character Education” in schools is intended to address what she describes as a growing moral and behavioural deficit among students.
The idea is to instil values such as empathy, discipline, respect, responsibility, and civic awareness — qualities that she believes have been overshadowed by an excessive focus on grades and examinations.
This new initiative will reportedly be integrated into the school curriculum and co-curricular activities — not as a standalone subject, but as a values-based approach embedded across teaching, learning, and school culture.
It also aligns with the Prime Minister’s call for a more “holistic education system” that nurtures both intellect and integrity.
Herein lies the question. While we want Fadhlina to succeed moving forward, we must also ask: why have previous character-building programmes in schools been unsuccessful? Will she succeed where others have failed?
Indeed, this is not the first time Malaysia has attempted to inculcate values in schools. Since the 1980s, subjects like Pendidikan Moral and Pendidikan Islam have been part of the national curriculum, aimed at producing disciplined and ethically grounded citizens.
Additionally, Civics and Citizenship Education (Pendidikan Sivik dan Kewarganegaraan) was reintroduced in 2019 under the Malaysia Education Blueprint to promote unity and social responsibility.
Yet many educators and parents admit these programmes have largely failed to shape students’ character in a meaningful way. They were often taught through rote memorisation, focusing on exams rather than real-world application or emotional development.
It is my contention that whether the new “Character Education” initiative succeeds will depend on its implementation, the quality of teachers, and the sincerity of its purpose.
For it to work, it must move beyond slogans and moral preaching towards an engaging, consistent, and community-driven approach.
Students must see these values lived out by their teachers, school administrators, and public figures. Without that alignment, the initiative risks becoming yet another cosmetic reform — well-intentioned, but ultimately toothless.
If effectively executed, however, it could help reverse the moral and disciplinary rot that recent school incidents have so starkly exposed, and re-centre Malaysia’s education system on the formation of good, principled citizens — not just high exam scorers.
If we pay close attention to the malaise in our school system, it becomes clear what parents and Malaysians in general are essentially asking for in order to improve our national education agenda.
We want to see greater investment and equitable allocation of resources so that rural and underprivileged schools can catch up. We cannot allow our rural students to lag so far behind, as is currently the case.
We also want curriculum reform, so that schooling becomes more relevant to modern demands — vocational skills, critical thinking, digital literacy. Malaysia must move with the times.
Certainly, better teacher support is needed — particularly in training, morale, workload management, and professional respect. Teachers must be respected and appreciated for their role as educators of the future generation of Malaysian leaders.
There must also be consistent policy direction and stability — so schools and teachers aren’t constantly adjusting to shifting priorities. Let us also adopt a stronger focus on student welfare, safety, and the school environment, rather than merely academic outcomes.
Finally — for now — the education authorities must work towards restoring public confidence in national schools, so they remain the backbone of our education system, rather than being overtaken by private or international alternatives.
In closing, let me share this noteworthy comment from a former teacher, Siti Safariyah Shahar, who wrote in a national news portal a few days ago:
“The decline of Malaysia’s schooling system isn’t a sudden implosion — it’s a quiet unravelling.
“You see it in the teacher who no longer smiles at the morning assembly; in the student who has stopped asking questions; in the parent who’s given up complaining because ‘it won’t change anything’.
“It’s not noise that kills a system like this; it’s fatigue.”
This opening to Siti Safariyah’s long and insightful letter says it all.
● Francis Paul Siah is a veteran Sarawak editor and currently heads the Movement for Change, Sarawak (MoCS). He can be reached at sirsiah@gmail.com
The views expressed here are those of the columnist and do not necessarily represent the views of Sarawak Tribune.
