SCHOOLS with outstanding academic and extracurricular track records are popular among parents because of their reputation.
Parents believe these institutions provide a superior schooling experience that can produce all-round students with good grades but such a perception, experts noted, are false as all schools are capable of providing a quality learning experience.
The belief among parents that “non-famous schools” are not as good and that only high-performing institutions can ensure their children’s success must be corrected, said Universiti Malaya (UM) Faculty of Education Assoc Prof Dr Husaina Banu Kenayathulla.
This can be done by changing the perception that the country’s best teachers are all destined for high-performing schools while the rest have to contend with educators of average skills, she said.
Regardless of their professional achievements, the distribution of teachers is done fairly across all schools in the country, she told StarEdu.
said it is important for education stakeholders to explain the process and emphasise the transparency of teacher placements to parents.The UM deputy dean (Research, Value Creation and Enterprise), who is also attached to the varsity’s Department of Educational Management, Planning and Policy, said it is important for education stakeholders to explain the process and emphasise the transparency of teacher placements to parents.Doing so helps to enhance parents’ confidence in the school their children are assigned, she opined.
The way National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon sees it, the quality of teachers is the same across the board.
“There’s no distinction between one teacher and the next.
“We are all trained to provide the best education to every student,” he said.
As part of their training, Fouzi said teachers are taught to develop good learning modules to keep students of various learning proficiencies and capabilities engaged in their lessons.
Teacher training programmes typically include coursework in pedagogy, instructional methods, and subject-specific content knowledge, as well as opportunities for practical experience in the form of student teaching or internships.
“All our teachers have the relevant qualifications to carry out our responsibilities. Many of them are innovative educators who are able to create great learning modules for students to learn and understand in an easy way,” he said.
Concurring, Husaina said all teachers in the country strive to provide effective teaching regardless of the school they are posted to.
Going the extra mile
The reality, though, is that there’s a prevalent adulation for schools that are categorised as “high-performing”.
This attention, experts asserted, is driven in part by the Education Ministry’s efforts to recognise top schools through initiatives such as the Cluster School of Excellence and High Performance School (SBT).
“These schools have specific ethos, characteristics, practices and excellent work culture that are thought to foster the holistic development of human capital,” Husaina explained.
With such a lofty reputation, some parents are even willing to go the extra mile – literally – to get their children into these top schools.
Some parents, according to former education minister Datuk Dr Radzi Jidin, have even falsified their home addresses to ensure that their children can qualify for placements in “better” schools located further away.
“This creates an imbalance where schools in high demand will continue to be filled while others are not,” he told reporters after an event at a school in Putrajaya on Sept 12 last year.
Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim said parents simply want a school that stands out.
“It is assumed that all academic and non-academic demands will be met at SBT or cluster schools and parents can take a back seat. It also implies that students will form a strong foundation in preparation for onward learning,” she said.
INTI International University Faculty of Education and Liberal Arts Prof Dr Abd Majid Mohd IsaBut parents should not be so easily lured by a school’s achievements, said INTI International University Faculty of Education and Liberal Arts Prof Dr Abd Majid Mohd Isa.
“Every school aims to nurture our future leaders. There are pros and cons to everything,” he said, adding that instead of being preoccupied with the school, parents should consider involving their children in educational activities that can help develop them into valuable human capital.
Standardise schools
The fact that one school is preferred to another can lead to very complex issues down the road, said Husaina.
“Not all students will be able to survive and sustain in a high-performing school or cluster school. This will only make the students feel inferior compared to their peers,” she said.
The manipulation of demographic data among parents in enrolling their children into high-performing schools might also result in learning opportunities being robbed from underprivileged students, Husaina said.
“It will also cause unhealthy competition among students and schools. Over time, this will lead to a growing social class gap,” she added.
Stressing that all students should be given an equitable opportunity to enjoy the benefits of top-performing schools, Noor Azimah said efforts should be made to elevate the quality of schools nationwide.
“Where there is indication that SBT or cluster schools continue to be in high demand, the Education Ministry would do well to improve all schools in order for them to meet the criteria of these high-performing schools,” she said.
Previously, Radzi had said that the movement of principals and headmasters between schools can create more vibrancy at all schools nationwide.
It would also enable the educators to share their experiences to improve the performance of the schools they are based in, he enthused.
The ministry, Husaina said, should also look into providing additional support and resources to teachers, regardless of a school’s performance.
“Highlighting successful teachers in all schools is another option to recognise good educators across the board and not just those who are considered high-performing,” she said.
This, she said, can help shift the focus away from school performance to the individual teachers who are making a positive impact on their students.
On the subject of funding, Husaina said it’s vital to navigate resources towards better schooling facilities.
Providing a conducive learning environment would result in better student academic performance, she said, adding that facilities that support 21st century learning are crucial.
Stressing that boosting parents’ confidence is key, Husaina said schools and district leaders need to make known the efforts that are being made to improve teaching quality and learning resources.
“All schools share the same common goals in delivering quality teaching and learning to students, whether they are recognised as high-performing schools or not,” she concluded.
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Aside from academic performance, I place importance on the value of cocurricular performance. To be a well-rounded student, one must also be involved in clubs and sports. Schools should encourage students to partake in these activities at all levels as these activities help them build life skills such as teamwork and discipline. My dream school should also have good facilities. A school and its parent-teacher association that are willing to put in money and time to build better facilities would greatly benefit students.”
– Lydia Rekha Manohar, 18, Johor 
“Facilities such as swimming pools, gyms and dancing rooms are great additions for any school. They allow the students to freely and comfortably participate in cocurricular activities at a lower cost. This would also shift the focus away from academics. I would like a school that has a culturally diverse population. When a school has teaching staff from different backgrounds, it exposes students to a more unique learning experience.”
– Charis Chiang En-Hui, 19, Kuala Lumpur
“One of the factors that will attract me to study at a particular school is the environment. For example, I changed schools last year, and noticed a significant difference between my old school and the current one. At my current school, the students are more competitive. When the people around you are competitive, you’ll be more determined to study and also compete with them. My old school was a private religious school, so there weren’t as many elective subjects that I could opt for, whereas in my current school, which is a national school, there are more subjects offered.”
– Abdurrahman Mohd ‘Afif, 17, Terengganu
