Mattie Stepanek once said, “Unity is strength. When there is teamwork and collaboration, wonderful things can be achieved.” The same can be said for education. 

While schools are entrusted to prepare our children for the future, many urban Malaysian parents seem to have become disenchanted when it comes to public schools (Sekolah Kebangsaan). Over the past ten years, we have witnessed an exodus to Chinese vernacular schools, Islamic schools, private schools and international schools. In fact, Kuala Lumpur students account for approximately 45% of enrolment in the private education sector, with more than 50,000 students enrolled in international curriculum schools.

Despite the policies and investment that are in place to ensure our national education system is globally competitive, the trend of urban parents deserting the system suggests a crisis in confidence. Allow me to share some anecdotal and empirical evidence. My colleague was addressing an audience of around 50 captains of industry on education, and only a dismal three people still had children in national schools.

Back in 2012, a sample of middle and high income Klang Valley parents indicated that more than 90% had either left or were planning to take their children out of national schools.  Research into the Malaysian “brain drain” phenomenon also tells us that education is one of the top reasons why people seek opportunities overseas. . 

So where have we gone wrong and what can we do about it?

Whole School Transformation Is In Progress

 We live in a VUCA (Volatile, Uncertain, Complex and Ambiguous) world, and the education system needs to have an integrated and systemic approach that encompasses holistic change, we need to ensure we nurture essential life skills such as confidence, communication, creativity and critical thinking, so as to develop the potential of each and every child. 

In short, we need to engage learners to “learn how to learn”. This requires us to focus on upskilling of teachers; effective school governance; student-centred learning; introduction of e-learning; and a positive school culture committed to excellence and continuous improvement.

LeapEd Services (‘LeapEd’) initiated the nation’s inaugural Trust Schools Programme (TSP) which drew upon international best practice modified to suit our local context. The TSP has showcased significant impact since its implementation in 2011. Working together with various stakeholders, the TSP was aimed at improving overall student outcomes by shifting the learning process in Malaysian schools to encourage students to be active learners.

An Impact study conducted revealed that the TSP has had an overall positive impact on the professional competencies of teachers, with 91% of Primary and 88% of Secondary Students perceiving the quality of teaching to be high! 

Education is not a one-size-fits-all endeavour; hence all educational intervention models must meet the changing needs and demands of different schools and communities, while remain aligned to the Malaysian Education Blueprint 2015-2025. For example, the Islamic School Enhancement Programme (ISEP), Ground-Up School Transformation (GUSTO) programme and the District Transformation Programme – AMAN are all examples of programmes that have been customised to ensure measurable and sustainable impact amongst Malaysian learners.

Parental involvement in education: Beyond higher grades and improved behaviour, a partnership between teachers and parents also helps to develop successful and well-rounded students.

Taking Charge of Your Children’s Education Journey

As parents, there’s no question that we all simply want the best for our children. Hence, we need to work together with educators to ensure that an effective education system is put in place to facilitate the best learning experience for our children. Over the past 10 years, the TSP has shown demonstrable proof that we can create the kind of schools that bring out the best in our children, within the existing national system, with the existing teachers, infrastructure and curriculum. The TSP has reached 90 schools, 6,000 teachers and 70,000 students in diverse communities nationwide: from urban and rural B40, Orang Asli, vernacular, high-performing schools or special needs.

As parents, we need to play a role in ensuring that our children receive the education they deserve. Through associations such as the Parent-Teacher Association (PIBG) and Parent Action Group for Education (PAGE, https://www.pagemalaysia.org/) Malaysia, we now have many platforms to voice our opinion on educational issues collectively on a bigger stage.

To participate as a supporter or sponsor for LeapEd’s intervention models, or if you would simply like to find out more about our work, do drop an email to enquiry@leapedservices.com. You can also visit our website at https://www.leapedservices.com/ for more information. 

Reference:
1 Education and International Schools In Malaysia – https://www.relocatemagazine.com/articles/education-schools-education-andinternational-schools-in-malaysia-apac1
2 Published in IDEAS Policy Paper #24 http://ideas.org.my/wp-content/uploads/2017/03/PI-No-24-School-Autonomy-Case-Studies-of-Private-School-Chains-in-Malaysia.pdf
3 Trust Schools Programme (TSP 1.0), Impact Study, 2018.

Nina Adlan Disney is the Executive Director of LeapEd Services (“LeapEd”). LeapEd is a social enterprise and Malaysia’s first homegrown education service provider, using evidence-based and international best practices to design, develop and deliver a range of education transformation initiatives in Malaysia, including the flagship Trust Schools Programme. Nina is a pioneer in the sector and has over 30 years of experience in public and private schools, vocational training, higher education and professional development. Throughout her career, she has held various key leadership roles such as the Chief Executive Officer of Malaysia Airlines Berhad (MAB) Academy and the Chief Executive Officer of Asia Pacific Schools.