PPSMI: Implement policy carefully
THE G25 would like to express its support of the proposal to reintroduce the teaching of Science and Mathematics in English by Prime Minister Tun Dr Mahathir Mohamad, who is also the acting Education Minister.
The G25 agrees that Science and Mathematics are best learnt in English, which is the primary language used in research, publications and cutting-edge technology in the areas of science, technology, engineering, mathematics and medicine. Early immersion in the terminology and context of these areas would ensure that our students are able to keep up with the latest in scientific and technological developments. We need to grow the country’s human capital to have the potential to become inventors and innovators, as this will serve as a thrust for economic growth and set a path for us to be an Asian Tiger once again.
Even at the lower end of the job scale, employees with a good command of written and spoken English are regarded as assets. When international investors look for a suitable location for high-tech businesses, they place a high priority on English literacy and proficiency in the labour force, as this makes it easier for workers to understand manuals and instructions on using technology for work processes.
While the G25 supports the introduction of this policy, we also express caution about its implementation. There must be a study of the previous policy to discover why it failed, causing many students to lose interest and parents to complain, especially those from rural areas. Let us not repeat history. There must be no more flipflops and U-turns on this policy once it is implemented.
The public must be assured of the success of the policy and its implementation. The plan must be thorough, and with achievable milestones within a realistic time frame. With this objective in mind we would recommend the expansion and intensification of the existing Dual Language Programme (DLP) with its more democratic framework of enlisting parental approval and ensuring that teachers are well-grounded in the English language.
We need to be mindful that there ought to be sufficient time given to teacher training and making resources available in schools. Perhaps the implementation could begin by ensuring the existence of at least one DLP class in every school giving all the necessary assistance in teacher training, supervision and ample teaching-learning resources, particularly in rural schools. This implementation strategy can be guided to organically and incrementally grow annually with careful attention given to teacher capability and teaching-learning resources needed for the programme to succeed.
The completed implementation plan should be in the form of a White Paper that should be tabled not just before Cabinet ministers but also in Parliament, in order to obtain a national consensus. Parliamentary approval will give the public confidence that this policy will not be reversed when there is a change in the prime minister or education minister.
The advocacy of the national language proponents who are against using English to teach Science and Mathematics is misplaced. The national language will still remain the main medium of instruction despite the two subjects being in English. The G25 would like to appeal to the dissenting voices not to turn this into a political, racial or anti-national issue.
We would like to suggest that the Education Ministry constantly engage with these dissenting parties to gain their confidence. They could be encouraged to render positive and practical views and assistance towards strengthening and ensuring successful implementation of the programme without jeopardy to the position and status of the national language.
In the long run, Science and Mathematics in English should be offered to every child and not just to those who opt for it. Every child has the propensity to improve when there is greater application and contact time with the language. Thus the disadvantaged group would have a level playing field with the rest of their cohort, narrowing the social divide. This would help them to be more on par with affluent groups in private and international schools. It is hoped that this policy will help narrow the social divide in the country.
Again we would like to stress the importance of relevant and adequate teacher training and providing the right resources and support for the success of the policy. There must be effective budget and expenditure plans to ensure its success. Going full-on with digital teaching will not yield results if the teachers do not use technology effectively to teach. Teachers would need to be adequately trained as facilitators, and must be invested in the idea that this type of teaching is the way forward.
Teachers need support and guidance to improve their teaching. It is unfair to expect them to heed the command from the top and hope that they improve themselves on their own accord. This is why the Trust School model works, because teachers are being carefully guided and mentored to improve their teaching skills.
In conclusion, to ensure the success of the teaching of Science and Mathematics in English policy, we need a thorough implementation plan starting with gradual expansion of the Dual Language Programme instead of rushing to implement it in all schools. We also need to ensure teachers are well trained, resources are available, adequate and effective budgetary resources are in place, and that each and every level of the Education Ministry will work towards the smooth implementation of the policy.
To ensure the success of the teaching of Science and Maths in English policy, we need a thorough implementation plan.