From Azmi Rasheed Khan
Education is widely recognised as one of the most powerful tools for nation-building and economic prosperity. For Malaysia to achieve its goal of becoming a high-income, developed nation, ensuring a well-educated population is paramount.
While Malaysia has made significant strides in primary education, secondary schooling remains non-compulsory under the Education Actan outdated approach in todays complex, competitive world.
In an era defined by complex technological advances, global competition and rising living standards, this limitation is no longer sufficient and relevant.
The education ministry has made commendable progress in this area by recently securing preliminary Cabinet approval to make secondary education compulsory.
However, key challenges remain: ensuring accessibility, affordability and meaningful graduation outcomes.
Beyond academics
Secondary education is more than just an academic extension; it equips students with essential life skills, critical thinking abilities and social awareness.
In Malaysias multicultural society, secondary schooling fosters interaction among students from diverse backgrounds, nurturing tolerance, understanding and national unity.
With the global economy shifting towards advanced industries, a high school diploma or its equivalent is increasingly essential. Without secondary education, young Malaysians may be left behind, not only in terms of career prospects but also in their ability to contribute effectively to the nations growth.
Lessons from global best practices
Singapores Compulsory Education Act 2000 mandates that all children aged 6 and upwards must attend national schools until age 15, enforcing compliance through penalties for non-attendance.
Germanys dual education system exemplifies success by integrating academic studies with vocational training, ensuring students graduate with real-world skills.
The Netherlands mandates education until age 16 and requires part-time learning or vocational training until 18.
Portugal, once grappling with high dropout rates, raised its compulsory education age to 18 in 2009, reducing early school leaving from 35% in 2008 to 8.9% by 2020, successfully meeting EU targets.
Such policies contribute to the creation of a skilled workforce, lower unemployment rate and a stronger economy.
The reality of school dropouts in Malaysia
In 2023, over 10,160 students did not sit for the SPM exam, improving slightly in 2024 with a 19.6% reduction to 8,164. However, many young Malaysians still leave school without formal qualifications, limiting their future opportunities in education and employment.
Dropout rates are highest in rural areas due to accessibility challenges. Students in remote communities face long travel times to the nearest secondary school, unreliable internet connectivity and insufficient educational facilities.
Making secondary education compulsory must go beyond attendance it must ensure every student graduates with a recognised certification, whether academic, vocational or technical. Countries like Germany provide multiple pathways to match students strengths, a model Malaysia must adopt by strengthening its Technical and Vocational Education and Training (TVET) sector.
Despite its potential, TVET remains stigmatised as a second-tier option. If Malaysia is serious about reforming its education system, this stigma must be dismantled through policy, promotion and partnerships with industries to create high-quality, attractive TVET options that guarantee employability.
Financial barriers also contribute to dropouts, with hidden costs like revision books, transportation, uniforms, materials, co-curricular activities and meals. The need for students to contribute to household incomes through part-time work or informal labour also leads many to drop out early.
To combat this, the government must strengthen and expand support programmes such as Rancangan Makanan Tambahan (RMT) and Bantuan Awal Persekolahan (BAP). Conditional cash transfers tied to attendance and performance can also help keep children in school.
For rural and remote areas, particularly in Sabah and Sarawak, better infrastructureboarding schools, transportation, internet and teacher incentivesis crucial to bridging the urban-rural education gap. Satellite classrooms, digital learning hubs and hybrid education models can ensure that even the most isolated students receive a full secondary education.
Cultural factors significantly contribute to school dropout rates. In some communities, especially indigenous and traditional ones, formal education isnt prioritised, with early marriage, domestic duties or community labour often taking precedence.
Targeted community engagement, through partnerships with local leaders and organisations, is crucial to shift perceptions and highlight the long-term benefits of education. Integrating culturally relevant curricula further enhances the value and acceptance of schooling within diverse contexts, encouraging family support.
Compulsory secondary education is not merely a social policy its an economic strategy. As Malaysia advances towards a digital and knowledge-based economy, skilled workers are in demand. Ensuring every child graduates with formal qualifications strengthens the workforce, enhances national productivity and reduces social inequality.
A bold amendment to the Education Act that mandates not just attendance but graduation with recognised qualifications and certification is essential for sustainable and inclusive national growth.
The education ministrys initiative to make secondary education compulsory is a historic opportunity to transform Malaysias educational landscape. However, success requires a holistic approach that mandates not just attendance, but graduation with recognised certification. By committing to this reform, Malaysia invests in its futureensuring no child is left behind.
Azmi Rasheed Khan is the chief operating officer of Institut Masa Depan Malaysia.
The views expressed are those of the writer and do not necessarily reflect those of FMT.