Former BNM governor Muhammad Ibrahim proposes English-medium schools and stronger Mandarin learning to boost Malaysia’s global competitiveness.
KUALA LUMPUR: Former Bank Negara Malaysia governor Tan Sri Muhammad Ibrahim (pic) has proposed the reintroduction of English-medium schools or streams within the public education system as a strategic advantage for the country.
Speaking at the Education Congress organised by the Umno Education Bureau, he said the government should be less paternalistic when it comes to educational choices.
“Bahasa Malaysia anchors our national identity and unity. However, English and now Mandarin connect us to global knowledge, commerce and innovation.
“We must depoliticise language, harnessing it as a source of national competitiveness rather than a weapon of endless controversial attacks. A language cannot be mastered through instruction alone.
“It must be used as a medium of learning to acquire emerging knowledge” he said.
“This is why Malaysia should reintroduce English-medium schools or streams within the public system.
“Not as a replacement for Bahasa Malaysia, but as a complementary pathway. It also gives parents additional choices on the type of education they prefer for their children.”
Muhammad added that Mandarin is another language future generations of Malaysians should master.
“Mastering Mandarin offers clear benefits. First, it boosts employability in business, diplomacy, tourism and technology sectors deeply engaged with Chinese-speaking markets.
“Second, it can be aligned with national education strategies by equipping students with a globally rising language and access to cutting-edge Chinese research.
“Third, as China emerges as one of the world’s foremost economic powers and a major trading force, it unlocks vast economic, business and employment opportunities.”
He said adopting a multilingual system in public education would strengthen proficiency in languages, especially English and Mandarin.
“It will also reduce dependence on costly fees imposed by private and international schools. It will democratise access to global competencies and improve readiness for higher education and the workforce. It will also give the B40 group an opportunity to acquire skills that enhance their social mobility,” he added.
“At the same time, Bahasa Malaysia must remain strong and compulsory as it reflects the national identity that must remain anchored as a source of national pride. The goal is not monolingualism. The goal is to have confident multilingual Malaysians,” he said.
Muhammad cited the World Bank’s “Malaysian Economic Monitor 2024: Bending Bamboo Shoots – Strengthening Foundational Skills” report, which concluded that while Malaysia has achieved strong access and investment in education, learning quality and outcomes continue to lag behind expectations.
“More concerning is that Malaysian students spend approximately 12.9 years in school, but learning outcomes are equivalent to only about 8.9 years of effective learning, indicating a learning deficit and inefficiency. “Many students struggle with basic literacy and numeracy, especially in the early years.
“The World Bank suggested that more investment should be directed towards preschool and primary education. More damningly, it concluded that Malaysia’s education system is not yet producing the skills needed for a high-income economy.”
Muhammad said within Asean, Malaysia performs better than some peers but remains behind regional frontrunners such as Singapore and increasingly, Vietnam.
“And then there is the question of who, precisely, is being left behind. In reading, only 42% of 15-year-old Malaysians reach the minimum proficiency level, against the OECD average of 74%. In mathematics, the figure is 41% against 69%.
“At the very top of the performance scale, the students who will become our scientists, engineers and innovators account for just 1% of Malaysian students who qualify as top performers in mathematics. The OECD average is 9%. Singapore stands at 41%.
“Malaysia does not lack basic capability. Malaysia lacks high-level excellence at scale. And the data tells us this deficit is not shrinking. It is widening,” he said.
Muhammad also pointed out that many graduates entering the workforce are found lacking not in qualifications, but in capability.
