AN education system that emphasises humanity in line with academic prowess – this is one of the goals of the Education Ministry’s “Pendidikan Manusiawi” (humane education) concept.
Education Minister Fadhlina Sidek said the concept is embedded in what the ministry does, to create an education system that nurtures children and youths into becoming well-adjusted, morally grounded and positive contributors to the nation’s growth.
“It is about ensuring no child is left behind in attaining access to quality education,” she said in a recent interview with the media, adding that this embodies the first shift of the Malaysia Education Blueprint (MEB) 2013-2025.
According to the blueprint, education is often seen as an enabler for social mobility, enabling children born in poor families to earn higher incomes as adults.
Fadhlina said the first shift of the blueprint states that the ministry wants to provide equal access to quality education of an international standard.
The ministry’s practice of humanising education, she added, is completely aligned with the aspirations of the blueprint.
The ministry’s compulsory education policy, which is supported by legislation under the Education Act 1996 [Act 550], obligates children to receive formal education up to Year Six.
Fadhlina said “Pendidikan Manusiawi” resonates with this as the ministry strives to ensure every child deserves access to quality education regardless of who or where they are.
“Malaysia has been working to ensure equitable access to education by addressing disparities in access among different demographic groups, including urban and rural areas, and marginalised communities.
“Having such an education helps shape generations of nation-builders, which helps determine a nation’s development and progress,” she said.
She also said the character- and values-driven education is an important component of Malaysia’s educational framework.
“The country places a significant emphasis on instilling ethical and moral values in students to develop well-rounded individuals who not only excel academically, but also contribute positively to society.
“Character- and values-driven education is seen as essential not only for the personal development of students, but also for the betterment of society as a whole,” said Fadhlina.
She added that the country aims to create well-rounded individuals who are not only academically competent, but also morally and ethically responsible citizens.
Actions in place
The ministry has implemented a few initiatives to fulfil the “Access, Equity and Quality” aspirations of the blueprint.
Children at Sekolah Bimbingan Jalinan Kasih in Chow Kit should not be deprived of a bright future. — FilepicFadhlina said the initiatives have been aimed at reducing dropout rates and increasing enrolment, particularly for vulnerable and underserved populations.
Among them are the Comprehensive Special Model School Year 9 (K9) and the Comprehensive Special Model School Year 11 (K11) meant for Orang Asli students.
Other special model schools include Sekolah Bimbingan Jalinan Kasih (SBJK), School in Hospital (SDH), Integrity Schools and Henry Gurney Schools.
SBJK is a special school established on Aug 19, 2013, to meet the aspirations of the system and those of students in line with Unesco’s “Education for All” concept.
It is one of the efforts to provide access to formal education, from preschool to upper secondary, in a conducive environment for street and marginalised children in cities.
The students comprise children who face social problems, children without documents, and dropouts who are orphans.
Not only are these children given an education and care, they are also taught the importance of avoiding drugs or alcohol, sexual activity, and abuse or gangsterism.
The first school is located in Chow Kit, Kuala Lumpur, while another is in Kota Kinabalu, Sabah.
The SDH, on the other hand, provides students – who have health problems and are receiving treatment – a formal and structured, yet fun, continuous education in a conducive environment.
It also provides students with support and stimulation to continue learning, promote normal psychosocial growth and help in the healing process.
There are 17 SDHs in 11 states that have been in operation since 2011.
At the same time, Fahlina said, Malaysia has been promoting inclusive education to ensure that children with disabilities and special needs are not left behind.
More emphasis is being given to schools with autistic students in Budget 2024, she added.
“Efforts have been made to provide these students with support and resources to access quality education within mainstream schools,” she said, adding that this also helps build mutual respect and understanding among all the students in the school.
Seeing the success of the current “Pendidikan Manusiawi” efforts, Fadhlina said the ministry is preparing to create a new strategic transformation plan to be rolled out after the implementation of the MEB, which will align with the planned new curriculum.
“This new plan will encapsulate the Madani concept and the United Nations’ Sustainable Development Goal 4: quality education, and humanising education will be an integral part of the construct. It is about nurturing morally grounded and globally competitive students,” she said.
“Not one child in Malaysia should be left out of the system. Each of them will form Malaysia’s future.”
