Education Must Meet Industry Needs

PRODUCING knowledgeable, skilled and highly capable individuals with higher-order thinking skills is crucial in efforts to transform Malaysia into a developed, high-income nation.

Therefore, the national education system must produce students and graduates who not only possess knowledge but are also creative, innovative, proficient in communication and equipped with the competencies needed to enhance the country’s competitiveness globally.

Today, most companies and employers prioritise technical skills, information technology (IT) proficiency, creativity, innovation, communication and the ability to work in teams.

Similar requirements are also emphasised in the public sector, which demands changes and improvements in service delivery systems.

Education serves as a key pillar in developing human capital capable of meeting labour market demands and enhancing national competitiveness.

A study by the American Management Association (AMA) and the Partnership for 21st Century Skills (2010) found that communication, creativity, innovation, critical thinking, problem-solving and teamwork are among the essential competencies required in the workplace.

Therefore, the education system must provide a strong foundation for developing human capital with these skills.

We frequently hear about various education transformation initiatives planned and implemented by the Ministry of Education (MOE). However, to what extent do these transformations genuinely focus on the needs of industry and the 21st-century workplace?

Although various changes have been implemented, their effectiveness in producing quality human capital that meets current economic demands still needs to be evaluated.

The question is whether the development of the national curriculum can genuinely improve education quality and enable students to compete internationally.

For many years, education transformation has been implemented with the aim of preparing students to face 21st-century challenges. However, the achievement of this goal must be measured based on students’ ability to acquire knowledge, apply what they have learned and meet workplace demands.

Through the Malaysia Education Blueprint (MEB) 2013–2025, the MOE outlined continuous efforts to improve the education system based on five aspirations: access, quality, equity, unity and efficiency.

The blueprint also established six student aspirations aligned with the National Education Philosophy: knowledge, thinking skills, leadership skills, bilingual proficiency, ethics and spirituality, and national identity.

Emphasis on higher-order thinking skills (HOTS) was also adopted as a strategy to develop knowledgeable students capable of thinking critically.

To assess the performance of the education system, international assessments such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) are used to compare student performance across countries.

PISA assesses the mathematical, scientific and reading literacy of 15-year-old students, including their ability to apply knowledge in real-life situations.

The assessment aims to determine the extent to which students possess the knowledge and skills needed to navigate life and contribute to society.

TIMSS, meanwhile, evaluates students’ achievements in mathematics and science based on curriculum content and cognitive skills. The assessment covers knowledge, application and reasoning.

Organised by the International Association for the Evaluation of Educational Achievement (IEA), TIMSS has been conducted every four years since 1995.

However, to what extent do Malaysian students’ achievements in these international assessments reflect the effectiveness of the country’s education transformation?

The TIMSS 2023 report showed that Malaysian students continued to face weaknesses in mastering basic mathematical and scientific concepts, from primary to secondary school levels. The report also indicated moderate and low levels of digital self-efficacy among students.

A review of earlier reports shows that TIMSS 2007 also recorded a decline compared with 2003. Approximately 20 per cent of Malaysian students failed to reach the minimum benchmark in mathematics and science in 2007, compared with five per cent in science and seven per cent in mathematics in 2003 (MOE, 2012).

The PISA 2009 results were also disappointing, with Malaysia ranking among the bottom third of the 74 participating countries. This performance lagged far behind that of 15-year-old students in Singapore, South Korea, Hong Kong and China.

This situation calls for a closer examination of the weaknesses that still exist within the national education system. Does the teaching and learning process place insufficient emphasis on HOTS? Does an excessive number of subjects affect students’ mastery? Or are the pedagogical approaches used in classrooms still ineffective in developing thinking abilities?

Teaching practices that place insufficient emphasis on questioning, discussion and inquiry-based learning can make it difficult for students to apply knowledge and think critically and creatively beyond academic settings (Abd Rahim, 1999).

Therefore, every student must be guided to master cognitive skills such as problem-solving, reasoning, and creative and innovative thinking.

TVET Must Meet Industry Needs

In addition, the effectiveness of integrating technical and vocational skills through Technical and Vocational Education and Training (TVET) must also be evaluated.

To what extent does the TVET curriculum developed by the MOE support the National TVET Policy 2030, particularly in improving the quality of training delivery, enhancing reference materials, providing appropriate infrastructure and equipment, and expanding industry-based and digital learning through blended learning approaches?

If the education system is truly effective in producing human capital that meets 21st-century demands, then unemployment among school, college and university graduates must also be examined.

Among the weaknesses that continue to be highlighted are the ability to analyse and solve complex problems, communicate effectively, synthesise information, apply knowledge and make generalisations from learning.

This situation demonstrates that acquiring knowledge alone is no longer sufficient.

Students must also be able to apply their knowledge in real-life situations, think critically and creatively, and adapt to the changing demands of industry and the workplace.

The writer is an independent sociopolitical analyst.

UTUSAN