MANY parents are adverse to the scrapping of English as the medium of instruction for maths and science in national schools from 2012.
They are genuinely concerned that the move will unnecessarily disrupt the studies of their children who will have to linguistically re-learn the two subjects after following PPSMI (teaching and learning of science and maths in English) over the past six years.
The reason for the switch, according to the education authorities, is that the policy has not achieved its target since implementation in 2003 although compelling reasons have also been put forth to support its continuance.
There is no question PPSMI has been instrumental in significantly increasing English proficiency among the students who have been taught under the system. This has apparently caused certain quarters to fear its success will affect the position of BM in the education system. Such angst is, of course, unfounded.
The truth is PPSMI was not implemented to address the need to improve the standard of English. It is a misconception to assume otherwise. The policy’s raison d’etre was never the improvement of English per se but rather the acknowledgement that maths and science were best learnt in the language which is the lingua franca of the two subjects. This should not be confused or misconstrued.
While the PPSMI issue is still being debated, a study has shown interests in maths and science among Malaysian students is still lacking even though the country had attained a comprehensive education system over five decades ago.
This is borne out by the International Mathematics and Science Study 2007 which showed 20 per cent of Malaysian students failed to achieve the minimum standard in the two subjects compared to between five and seven per cent in 2003.
Our achievements have been outstripped by other Asian nations such as Singapore, Hong Kong and South Korea, according to Science, Tedchnology and Innovation Deputy Minister Datuk Fadillah Yusof.
He said maths and science were crucial for technology innovation, adding that as such, continued efforts should be made to promote the subjects.
Undeniably, the teaching of science and maths in English has produced positive results. Passing rates in the two subjects have shown steady improvement in public exams.
It would, therefore, be sad, at this stage, to let visceral sentiments override the progress made.
While there are parents who variously prefer their children to learn maths and science in BM, Mandarin and Tamil, there are even more who believe the subjects are best taught to their children in English.
As one observer pointed out, if we could live with three languages, why couldn’t we make room for a fourth?
Some quarters have espoused the notion that a pass – just any pass – will do for students to secure jobs after graduation. Nothing is farther from the truth in today’s fiercely competitive job market.
Obviously, what counts is giving our children an education that is universally recognised for its quality and by extension, its ability to offer the broadest scope of employment opportunities.
Ultimately, Malaysians may have to return to teaching maths and science in English since most of the terminologies are in that language, and translating them will take up so much effort and time as to render the whole exercise impractical.
Malaysia, like countries in the region, has become part of a globalised world. Recognising this, the government has been vigorously promoting the acquisition of knowledge, especially in information technology and science and maths. Efforts are constantly being made to turn ours into an Internet-savvy society and also bring the rural community into the fold.
While the policy is clear, the implementation aspect and more
poignantly, the political will, is often lacking or hamstrung by trite political polemics.
Some of our leaders are also sending conflicting signals on the education policy, and hopefully, these will be replaced by clear directions guided by pragmatism and realities of the times.
Most Malaysians are partial to the fact that the adoption of a language such as English – globally recognised as an effective tool for acquiring knowledge in the academic as well as other fields of expertise – to teach technical subjects such as science and maths will add further impetus to the country’s march towards Vision 2020.
There is nothing wrong with being broadminded by putting aside dogmatic attitudes to listen to the silent majority whose voice on an issue (education) that affects their children’s future most is often taken for granted. Perhaps, it’s time to lend an earnest ear.