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Educators also need to have a growth mindset as well. Hence, educators need to be able to adapt to the current ways of educating and keep learning to improve themselves. If the educators themselves do not have a growth mindset, how can they convey and nurture a growth mindset among learners?

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To be able to prep students for the future. As simple as getting resumes done, teaching to write emails etc

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Probably during my education, I was prepped pretty well. I’m able to face hurdles along the way, face rejections or even lead teams in my career because of the foundation that receive during my studying era

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When there is rewards, compliments, word of affirmation. That’s when we are even motivated to even work more or even learn more to be better

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Not entirely effective in its current form

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Not entirely effective in its current form

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I think our primary and secondary school's curriculum is way too advanced. The fundamentals were not properly ingrained in the syllabus and the current ones are beyond students capabilities to grasp. What I see in universities, students' basic knowledge is dwindling from one batch to another. And the trend is worrying! The fundamental is really important because if students cannot grasp the fundamental properly, they will not be able to grasp the more complex theories and applications. Our current curriculum will further widen the gap between students in rural, suburb and urban areas.

Maybe we can take into consideration input from child development experts when drafting a new curriculum? Focusing more on basic reading, writing and mathematics in early primary schools and slowly introduce/integrate science and other advance subjects as the students advance.

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I’m a University student, I’m not a science stream student but I would like to pursue in health field. My university gave the opportunity by joining a program Pre-Diploma Science STEM C student which I learned the concepts of Physic, Chemistry, Additional Math, etc. I got CGPA 4.0 for that program, in 1 year. Now, I’m pursuing in Diploma Pharmacy. But for degree, I need to take my SPM back, all of the 5s science subject again or go to other country, even private university have the same requirement. There are so many students that love to pursue in STEM but they don’t get any alternative or initiative to pursue in that field, they stop half-way also the requirement is weird. The student already have certificate in Diploma Pharmacy or better she/he got 3.8 - 4 for CGPA but the requirement still asked for 5 Bs (science stream) in SPM. But in different country, they accept this diploma and may pursue in degree pharmacy. Malaysia will lose this kind of masterpiece. May I know your opinion regarding this?

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All IQ+EQ+SQ+AQ skills should be well-balanced

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Communication, confidence, leadership.

Have the ability to not give up

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To have more fun ways of learning, more hands on based, more visits to experience real life environment for work and studies

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Our educational system is not well streamlined.

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Goal-setting for myself and discipline in pursuing them.

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Goal-setting for myself and discipline in pursuing them.

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Best thing my education gave me.

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Prioritize things in separate files.

Time management.

Empathy.

Study and life balance

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Malaysia context, sometimes we do this indirectly without realizing it. For TFM context, we are trained to use SEL in classes and there is also some NGO such as Arus Academy. It really benefits that students to build more meaningful connection, and teach how to manage their own and others emotions.

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Hargai mereka dengan beban kerja, hadiah, dan pendedahan.

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Some teachers do their job for the sake of it. Some teachers are passionate when they teach. Them being passionate allows us to even be shaped and equipped with the knowledges require

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my teacher saw my potential and encouraged me to participate in larger platforms (international debate competitions, national level sports events even SEA games)

At the same time I can imagine the most significant impact a teacher can give to a student who’s falling behind is to catch them, show empathy and reassure them that there is a place in the world for them too. Perhaps they don’t excel academically or in areas traditionally valued by society/ the “system”, the teacher can impact the kid by simply encouraging them.

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AI is just math. Strengthen foundational mathematics and address student perceptions that “math is hard” or “math is not for me”

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AI is just math. Strengthen foundational mathematics and address student perceptions that “math is hard” or “math is not for me”

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I would echoed that teachers passion would inspire the students.

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Yes. Her passion in doing things and keep explore new things make me inspired. Because of that, she is my role model

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The problem is their motivation and passion. If educator is really passionate on their teaching, then it will reflects on how they interact with their learner. Of course, rewards might be a good way to improve their motivation. But, need to investigate more on the passion

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Incentive/Reward for teacher who wanted to learn

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Incentive/Reward for teacher who wanted to learn

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License technically we already got, but when do teacher learn get extra learning how do they valued? What incentive would they get if they get master or phd or any cert. Kenaikan pangkat teacher is time-based. What happen when they go further, is it just more work?

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Integrating and collaborate with industries and communities in teaching and learning process is important. This would show the learner why they should learn and where they could implement the knowledge they get while learning. This is because students nowadays would not show interest if they did not see how and where they will use the knowledge that they learn.

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Please bring back philosophy in the university so that we can improve the way we think logically and have common sense.

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1. Latest technology equipment

2. More comfortable learning spaces instead of the traditional one.

3. Budget to go outside and integrate the learning with industries and communities.

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Please bring back philosophy in university to allign back the way we think logically, our purpose, and have common sense.

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Primary & Secondary must be guided because fundamental knowledge must be in placed first.

Flexibility can be when they matured in the university.

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I did have such significant teacher during high school and college. My high school teacher was really motivating and always support students during them studying, teaching them multiple times without sulking until everyone goes better.

During college, my economics teacher always highlights my strength but definitely points out the weakness to allow me to get better

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But, formal/traditional education should be mandatory first and the later (alternatives) can be embedded.

Knowledge vs Information should be distinguished

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Mostly done in KV schools. For me, it should be done too in secondary schools. Not too much theory - it should be practised in secondary schools too. Gadgets. 

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Mostly done in KV schools. For me, it should be done too in secondary schools. Not too much theory - it should be practised in secondary schools too. Gadgets. 

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Yes, with some parameters in place. An example to look into is the International Baccalaureate structure which is much more comprehensive than other options such as STPM, A-Levels, Asasi etc as it requires students to take subjects from different subject groups ie: languages, humanities, science and maths. Students still have the autonomy to choose the specific subjects to take.

If students at the K12 level are given more flexibility to choose what they learn, support systems and guidance to help them choose is very important otherwise we risk creating potential new gaps as some students will inevitably have better access to information and guidance to help them navigate.

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Please bring back Geography - enjoy the world around them - students should know more about the world around them in Malaysia and the world outside - moral values embedded.

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Frequent and high quality continuous professional development. Leverage on opportunities/collaborations outside of MOE to provide this.

Mechanism of cascading new info also needs to be improved so teachers have clarity on any new directives.

More streamlined and less administrative tasks so that teachers can focus on relationship building that is also a great enabler of student outcomes.

Stronger networks for collaboration and resource sharing among teachers beyond their school walls

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A supportive infrastructure. As much as we are rapidly transforming the "software" in education, our "hardware" needs to be upgraded too. 

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A supportive infrastructure. As much as we are rapidly transforming the "software" in education, our "hardware" needs to be upgraded too. 

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The MOE aspires to create an exciting environment for 21st century learning by 2025, as part of the Development Planning roadmap in MEB 2013-2025. It's already 2025 now - where are we now in terms of our school infrastructure?

The focus of physical learning environments at the Ministry level is often limited to overhaul works (hundreds of million are allocated every year to repair about 500 dilapidated schools particularly in Sabah and Sarawak out of over 10,000 public schools in Malaysia), forcing many teachers to take proactive actions to spend their own money to improve their classrooms, often driven by their empathy for students' learning conditions. While I know these efforts are commendable, teachers should not have to bear this burden alone.

I believe there is a need for more structured support at the federal, state and/or district levels for teachers who take initiative in enhancing their school environments i.e national revamp of a shared space like the school library to an innovative learning space, public-private partnership between schools, design firms and their local community, specific incentive for these proactive teachers, training to pitch for funds, how to transition to a newly designed space etc, for a more impactful and sustainable investment in terms of physical school environments.

Highly relevant and recent reference for investment in the school facilities - Constructing Education: Building for Impact

Syaza Suraini (Researcher - USM School of Housing, Building and Planning, Founder - Malaysian Learning Spaces - MYLES, Malaysian-based member of Learning Environments Australasia , former teacher through the Teach For Malaysia fellowship.

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Bring back Geography - the love for the world outside and in Malaysia - knowing the atlas, the globe - embedded with values - the love for the environment.

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Industri dan universiti memahami peranan masing2. Contohnya level of TRL.

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Lecturers need to conduct online classes, but most of them find that the storage space for recorded sessions is limited because the file sizes are too large. Therefore, they need an incentive to ensure they have access to more storage space.

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On school infrastructures and facilities: Policies must go beyond basic infrastructure repairs and actively support the development of innovative, technology-enabled, and student-centered learning spaces.

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On school infrastructures and facilities: Policies must go beyond basic infrastructure repairs and actively support the development of innovative, technology-enabled, and student-centered learning spaces.

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National Framework for Learning Space Innovation for all public schools!

Establish clear guidelines for designing and upgrading school spaces to support flexible, inclusive, and technology-integrated learning environments.

Ensure alignment with 21st-century pedagogy, including project-based learning, interdisciplinary collaboration, and digital literacy.

Dedicated Funding and Grant Mechanisms

Move beyond reactive repairs by allocating specific funding for learning space innovation at federal, state and/or district levels.

Introduce micro-grants for teachers and schools to redesign classrooms, ensuring bottom-up innovation, not a cookie-cutter blueprint or layout.

Partner with corporate and philanthropic stakeholders to co-fund innovative school infrastructure projects.

Teacher and School Leader Capacity Building

Integrate learning space design principles into teacher training and leadership development programs.

Provide access to learning environment design consultants to help schools implement space transformations effectively.

Recognise and incentivise teachers who lead learning space innovation efforts, this will reduce their "beban guru" - both financial and administrative burden.

Technology-Enabled Learning Environments

Ensure equitable access to digital learning tools i.e smart classrooms, interactive learning platforms, and assistive technologies. Personal experience - many plugs can't even be used.

Develop tech-enabled flexible classrooms that allow students to collaborate, experiment, and personalise their learning experiences.

School-Community Co-Design Initiatives

Encourage participatory design approaches, where students, teachers, parents, and local communities collaborate in shaping school spaces.

Optimise underutilised spaces (e.g., libraries, corridors, open areas) to create multi-functional learning hubs.

Recognise and scale up successful grassroots initiatives led by teachers and schools.

Syaza Suraini (Researcher - USM School of Housing, Building and Planning, Founder - Malaysian Learning Spaces - MYLES, Malaysian-based member of Learning Environments Australasia, former teacher through the Teach For Malaysia fellowship.

I welcome collaborations and involvements to generate more lived-in experience and data to further make the case.

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This can be implement in university level.

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1. Infrastructure/equipment

2. Trainings/Knowledge/Upskill

3. Opportunities

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1. Technology. Storage for the teachers/lecturers to store the online resources recorded during online class.

2. Study Resources. Books, textbooks, updated and latest production of books, all books edition needed.

3. Wellfare, food for students who still did not eat breakfast or does not have money to buy foods

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Give exposure towards pre-teachers to rural areas

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Give exposure towards pre-teachers to rural areas

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Sometimes, going to rural is a scary place for outsider to look at, but when you go into the rural areas.. then you can see the wonders and beauty on the place. One time ago, there was a program by KPM that bring pre-teachers to rural areas... and by doing this, we are 1. Prepare teachers to teach in rural areas 2. Stopping misconception. 3. Encourage teacher to be posted in rural areas.

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Free education with responsible tax

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Reallocate budget for school infrastructure AND teacher training.

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Reallocate budget for school infrastructure AND teacher training.

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Instead of just "repairing", invest in intentionally improving the physical learning environments that would support teacher in enhancing their students' learning experience.

When we invest in digital and physical infrastructure, we also need to ensure that our teachers are continuously trained to reflect, enhance, adjust and modify their teaching practices in the new spaces. New infrastructures but old ways won't make it. Vice versa new ways of teaching but old infrastructures...

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Empower TVET by alligning positive public perspective.

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Hear them and acknowledge their views - bilateral and multilateral - not in one direction only.

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1. Some graduates struggle to find a job for a long time after completing their studies. There should be an incentive to help them in their job search. For example, if they are unable to secure a job related to their degree within six months, the government could provide RM1,500 per month as financial support.

2. Employees who have been working in a company for a long time should give opportunities to newcomers. A limit on the number of years one can work in a company could create more job openings for fresh graduates. New employees tend to be more motivated and effective in their roles.

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Recognise that systemic, attitudinal and environmental barriers are the ones hindering the students to maximise their potential, instead of it is their socioeconomic backgrounds, their disabilities or their geographic location as something that we needed to fix or work around.

Also just an additional note to not use the term "differently-abled", disabled or disability is not a bad word.

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A wonder re this question is that balance seems to imply that there is an inherent tension between national interests and individual needs and aspirations. Is balance the best we can/should aim for or is facilitating/cultivating alignment between those two a more desirable goal?

It does mean that policies need to be well thought out, comprehensive (as it should) and elastic enough to accommodate both.

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Teachers who enjoy teaching and experimenting

Teachers who are able to build good relationships with students

Teachers who understand and prioritise a broad set of student outcomes (ie: not just academic outcomes)

Teachers who are equipped with the knowledge, skills and autonomy to make sound decisions

Teachers who are able to connect learning in the classroom with daily life

Teachers who are able to make learning engaging for learners of different abilities through innovative and student centred pedagogy which does not have to be difficult or complex. Small things matter and the results accumulate over time.

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What it is now: Malaysia’s education has long been identified by students, parents, teachers, politicians, activists, researchers, and experts as stagnant, too centralised, propagandized, exam-focused, unproductive, and not even applicable to Malaysian children. Some of the Ministry’s public officers overreach by denying these realities, as core stakeholders quickly identify the MOE's cherry-picked results that oblige the current political regime.

The political interference in education is abundantly clear, where education is more a plaything of the ruling government: racism, whitewashed history, lopsided class hours for religion, sexism, and all manners of humiliating scandals.

What it needs to be: Plainly, life & progress requires critical thinking and sincerity in solving the problems ahead of us. Our education today must build a conducive environment for sharp & active critical thinking, not burn it down. Key improvements need to focus on school-level autonomy, community advocacy programs, and subjects specifically catered for students to face Cabaran Masyarakat Dunia.

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Allow a Public Ombudsman to manage severe school misconduct cases to create safe, just, and productive classrooms

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Allow a Public Ombudsman to manage severe school misconduct cases to create safe, just, and productive classrooms

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MOE teachers share their two cents:

A case study slideshow, instead:

The 2020 High Court Judgment

(you may scroll right for the next topic and scroll down for more detail on that topic)

==

Today, Malaysia’s children enter a crumbling & dangerous education system: significant and rampant corruption; abuse of power & investigation interference; sexual assault & sexual violence; physical violence leading to hospitalisation or death; and malicious negligence perpetuated by Ministry of Education employees from the school level to district education officers (PPDs), state department officers (JPNs), and the Ministry (KPM) itself.

The solution is a Public Ombudsman, which most other countries have, for such severe and disturbing cases. What is a Public Ombudsman?

A Public Ombudsman is an investigation and enforcement body outside the Executive to ensure the Executive is legal, efficient, and fair. Most Ombudsman include a powerful whistleblower protection unit; a fiercely public interest litigation unit; a national school & children’s case unit.

Whistleblowers make outsized impacts on low-power communities including B40, Sabah, Sarawak, and rural areas that have little legal, media, or CSO oversight. Best yet, a Public Ombudsman does not rely on new laws nor regulations. It simply enforces current laws without the commonplace discrimination, unfairness, and illegality.

From Ministry of Education teacher whistleblowers in rural states, the Tiada.Guru campaign organized a quantitative review of their experiences. They live in a rural state and predominantly teach in schools with majority-B40 communities; they have been posted to multiple Federal Government secondary schools with decades of experience. We were shocked to hear they were eyewitnesses to a myriad of egregious abuses of power, backed by evidence:

at least seven (7) teachers had been months-long absent with teacherless classrooms,

at least three (3) cases of teachers’ sexually assaulting / molesting / their students with no criminal nor disciplinary action.

at least ten (10) incidents of leaked national exam questions

over one hundred (100) cases of breaches of corporal punishment SOP (cases counted per student, per incident)

None (0 of 120) of these cases were ever disclosed to the public, much less reported in any media.

We cannot fix education until we end the cancers of period spot checks, extremely absent teachers, paedophila, stolen education funds, and typical protection / corruption scandals.

Any continued dependency on internal investigations is a recipe for disaster. Honest public servants, such as teachers, are desperately waiting for independent oversight.  Nemo judex in causa sua is the primary principle of natural justice: no one may be a judge in their own cause.

This hallmark failure of Malaysia’s governance must be wholly uprooted and incinerated into the pits of history.

1. Illegitimate internal “investigations” at the school-level: many, if not most, “investigations” involve the perpetrator and the school administrators determining how to silence, intimidate, and halt further exposure. Reputation management and greed are the overwhelming goals: “Don’t hurt the school reputation or we will lose our salaries and pensions.”

2. Commonplace interference with district, state, and federal Education Ministry officers: while management divisions prefer incidents to be quickly silenced under the covers of “you misunderstood your rapist”, for example, larger cases require a mafia-esque system of threats and readily-activated methods to force victims to withdraw police reports, fabricate evidence, and Ministry representatives to lie to the media & public before outrage can grow.

3. Zero whistleblower protection across the public service: honest whistleblowing teachers are often threatened, intimidated, transferred, gaslight, verbally abused, and/or ostracized for “hurting” the school’s reputation.

4. Enormous wealth & power imbalance: most teachers and school administrators in poorer neighborhoods take home between 5x to 20x the monthly salary of their students’ families. In rural communities, often the only exit from the cycle of poverty runs inside your underfunded, often corrupted, and unequal Federal Government school. This often creates a dangerous mentality among errant officers that "nobody cares about these kids--why should I?"

Further reading:

1. The Public Ombudsman, a Summary: Make Justice the Default — TG

2. The 2020 High Court Judgment — TG

3. Unite Malaysians by Turning On the Lights — TG

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1. Allow teachers to create their syllabi / curriculum

1. Teachers know their students, the school, and the MOE’s targets.

2. Let them chart their own path to reach those goals for their students.

3. We must allow teachers to teach & adapt, not regurgitate & dismiss.

2. School administration to school administrators

1. Stop burdening teachers with throwaway eHadir, SAPS, APDM, SPMG, etc.

2. School administrators should manage most school data—not teachers

3. Many PPDs & JPNs force administrative competitions among teachers.

3. Schools—not PPDs—should set their own KPIs

1. PPDs can demand significant alterations to schools in Dialog Prestasi.

2. Our PPDs’ motivations are reputation + status, not education nor students.

3. Requires sincere admin. and teachers. Good: that helps all facets of education.

4. Stop forcing needless out-of-classroom events

1. Courses, workshops, lectures, competitions, “seat filling” for ceremonies.

2. Schools should be able to decline most events during teaching hours.

3. Incredible demands with declining teaching hours; is teaching even sacred?

5. Rebuttal to “We need more oversight, not less!”

1. It is more local oversight. Many school administrators often “throw away” problems to PPDs, who act without any serious school-level context.

2. Significantly improved admin. quality improves both oversight + education

3. Negligent / corrupt admin. cause significantly more acute and severe damage than simply curriculum (ergo enforcement against that is critical first).

6. Rebuttal to “Teachers need more training to implement this!”

1. Teachers below the “standard” should be pulled from schools for full-time paid training

2. Very few teachers can balance both significant training & significant teaching

3. Prioritizes well-being of teachers needing more training vs all students’ progress

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1. PIBG meetings must be made democratic, open

1. A deep revamp on their purpose, powers, structure, and implementation.

2. Enough principals making speeches and parents rubberstamping votes.

3. Enable open discussions, constructive meeting structures, critical dissent.

2. School orientation should include community support

1. Orientations open parents to think critically on their schools, villages, and homes.

2. With openness, sincerity, and respect, open dialogues can create new solutions.

3. Open dialogues of teachers, parents, students should be designed for justice, sincerity.

3. Schools can build community-based programs

1. Communities are tackling serious issues: environment, child marriage, social welfare.

2. Bringing parents (and students) to sincerely collaborate on local policy re-builds trust.

3. Collaboration of educators, parents, and students can discover unexpected solutions.

4. Organize active parental observations of school

1. Instead of adversarial or one-way forced visits, we can build trust with transparency

2. Parents may directly observe teaching & learning, opening door to co-accountability

3. Significant opportunity for students to be seen, recognized, and respected by adults

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Unprepared to solve serious global problems, stuck trying to be "efficient human capital"

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Unprepared to solve serious global problems, stuck trying to be "efficient human capital"

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We are destined for far more than what our Education Ministry prepares us for.

As an example, we posit a new school subject for a new era: Cabaran Masyarakat Dunia (CMD), or loosely translated as Challenges in Our Global Society.

1. CMD introduces students to humanity’s emergent problems and then builds a critical analysis beachhead in five years of secondary school.

1. Identified crises that fit Malaysia’s environment and cultures include inequality, poverty, oppression, injustice, climate change, patriarchy, corruption, and disillusionment.

2. CMD then builds key skills through analysis, history, and reflection. Some example topics may include:

1. First Principles & Defining A Problem

2. Grassroots Problems & Root Causes

3. Human Rights Over the Government

4. Social and Justice Movements

5. Compassion and Hope in Religion

6. News & Media Literacy

7. Modern Colonialism and Oppression

2. Critically, CMD is a new curriculum devised by independent scholars & educators, not by the Ministry. Further, teachers today are already far too burdened and CMD will require a new class of teachers that join the education service to emancipate Malaysians, a priority perhaps not shared by all current educators.

1. A new curriculum taught to new teachers allows for a historic reset without significant burdens.

2. Malaysia suffers from significant teacher shortages; a significant cause is the MOE’s failure to address abuse of low-level teachers by senior administrators for their own internal bidding to secure promotions or a larger pension, not to mention the overtly propagandised curriculum. These are both significant “sticks” that widely discourage entering the teaching profession.

3. CMD will require systemic reforms for success. But it is one of the few paths for liberation towards action, instead of further “workshops” and “ideas” that are never implemented.

1. A school curriculum for action, not obedience

1. Syllabi: by an oligarchy of top civil servants & politicians; for propaganda & oppression

2. PdP construction make students as passive listeners instead of critical participants

3. The syllabi must enable critical thinking in all subjects—not only history or literature

2. Reverse dangerous, illegitimate gag rules

1. Laws silence educators’ freedom of speech: imagine if lecturers could not publish!

2. Without teachers realising this inequality *propaganda, we perpetuate this cycle

3. Teachers are active citizens: climate, sociology, economy, oppression, politics, human rights

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Primarily, it should be the education of its citizens and equipping them with the necessary tools required for everyday life. It doesn't need to always be based on subjects, just life matters and sharpening of skills are important.

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The current education climate is preparing "automated" workers. Where they fulfil whatever repetitive task is needed of them without further developing the individual. Memorise and vomit is the mantra. Lack of critical thinking.

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During my schooling years, I was motivated by the teacher's passion and the way they made the classes more interactive and "playful" to a certain extent. However, I was able to discern the motivated/passionate teachers over the non. As I grew older I learnt that they were overwhelmed with teaching and administrative paperwork while being paid peanuts.

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Openness to failure, critical thinking, self motivation, internalized etiquettes.

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Some fundamentals subjects may have a hard time being changed to make it more fun. But wherever it works, try to make it more active learning; interactive. Problem based solving instead of memorise and answer. Situational based or case study (relate it to real life).

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Incredibly important, as they always said, is that a child's mind is a blank canvas.

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Provide them with timely pay raises or promotions. Allow them to go for international training (learn how other countries do things). Allow them to network. Separate the admin work from teaching. Hire more admin staff if needed.

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Agree with responsible koi. Try to have open sessions formally and informally with parents and students.

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For some subjects, we are lagging behind. Our facts are not updated to current trends. Try to make it more transparent, allow the students to know what are the learning targets or outcomes for the day. Enable them to partake in this journey of learning. Our current systems are preparing for things that are slowly being obselete.

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Not much, during my time, the schools funding were a major factor that affects such programs. Funding for "non-elite" schools should be better, an equal playing field for all types of students should be done to achieve this.

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Pendidikan moral needs to go. Have a more practical subject (i.e, life skills) which can teach financial management, mental health, dealing with pressure, etc. It doesn't need to be an exam subject. Schools are not for exams, it is for preparing the minds for the future.

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Crtical thinking needs to be a core part of any subject which includes things such as AI. Teach them to use it as a tool not a means for answers. Comparison based learning (AI vs non-AI) would help them see this.

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I agree with artistic orangutan. Primary and lower secondary needs to be guided the fundamentals. Upper secondary however, deserves to be taught choices and responsibility for those choices. Allow them to discover things.

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With the internet, nothing is out of reach. However, I feel like the government can play a part in creating online courses which are accredited and make it available for free. This is to allow older generations to learn and improve themselves in their lives. Learning never stops afterall.

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I think this is more for every ministry to work on, not solely MOE. We have the grass is greener mindset, as seen in the increasing number of SPM dropouts and the students quoting, "I can earn better in Singapore"/"I can be an influencer instead". Have better policies to strengthen the research industries, policies which strengthen entrepreneurships/startups. Allow the youths to try and fail.

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Currently, the voice is growing. It is a very good step by ASM to conduct such open forums. I think grunt work would help. Allow members to visit the schools and talk in person with the students be it rural or small. Sometimes, in a formal setting, the issues may not be highlighted strongly.

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Very important. I believe everyone plays a role in education. From parents, to any random tax payers. By knowing how the education system works, from its funding to its structure, scrutiny and criticism is welcome. This can lead to better improvement. Accountability will follow suit.

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Transparency, accountability. Separation of administrative work from teaching. A bi-directional discussions. Better funding and infrastructure.

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I think setting goals on an international scale is good. However, just focusing on it would cause a divide between the ones that are on national interest (eg, IT) and the ones that doesn't do it. We want to nurture all sides of the coin, not a single side. National interests should envelope all aspects and not certain fields.

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Life skills, cultural knowledged, critical thinking, etiquette, fundamental sciences and maths.

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No, current system prioritized elite schools over normal schools. Students are being pressured to work hard and get A's just to get into better schools. Alot of students especially the bottom classes, are being left behind. There are no resources provide to help them.

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Allow society, research institute, tertiary educators to partake. Incentivize donations, and outreach programs to these students. Put an importance to the growth of students as the needs of the people. It takes a village to raise a child.

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An active role, work with public sector to align the goals and produce better students and education systems. It can not be one sided.

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Somewhat, I do see the positive changes. However, it should be at a more faster pace.

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Fundamentals life skills, fundamental STEM knowledge, EQ.

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Try to focus on using the newest technologies as a tool instead of taboo-ing it or blatantly using it. Question and criticize it.

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No, they are underpaid, and underappreciated. Try to fund better training sessions. Allow them to attend international education conferences. Reward them with timely promotions.

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Counsellors are good but do hire psychologists in schools. Counsellors help manage the situation, psychologists help identify the root cause. Better trained mental health professionals. Destigmatization of mental health issues. Everyone in the education deserves to be heard and seen.

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Active role in creating goals and aims for the nation and industry. By doing so, we are able to improve the quality and enhance accountability.

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Very important school. Incentivize the graduates with jobs or startup funds for their companies. Improve TVET's quality so the industry players can opt to hire them instead of foreign workers. TVET should be adaptive as the rising technologies are more complex, therefore, their education should align with those technologies.

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Abolish SJK's. I believe by integrating everyone into a single system, it would help the education system to be improved. Not only that, the parents will be more active in criticizing and questioning the schools which in turn increases transparency and accountability. Everyone already feels that SJKs are better than normal schools, so why not integrate the "better" system and teachers into the public system.

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Purpose today: To prepare our youths for the job market (but the system doesn't change with the times)

Purpose should be: Emphasis on critical thinking skills, live-long learning and adaptability due to the ever-disruptive nature of world industries which constantly changes the way we work/live

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Decently well for jobs with repetitive tasks (these jobs may be replaced by AI soon), but not too well for jobs which require long-term, critical thinking skills where a holistic approach is necessary.

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Motivated: Teachers who have a lot of passion and belief in their students.

Demotivated: Burnout teachers (most likely due to too much paperwork and low pay).

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Open discussions, critical thinking skills and the ability to express oneself while openly challenging/debating ideas (embracing back and forth discussions to facilitate less biased point-of-views and enrich the learning experience aka teaching our youths to understand nuance and distinguishing between varying points of views to prep them for future conflicts/problem-solving).

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Relatability and the ability to openly discuss ideas makes learning more engaging. If people can relate to their education (through real-life examples and applications or even practical implementations), it is likely for them to be engaged and interact with the topic.

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Extremely important because they shape how a child engages with learning for the rest of their lives (e.g. when a teacher shuts down an idea of a child without much discussion, the child learns to not participate unless they have the "right" answer and that someone in a position of authority is always "right" without knowing the why. This creates a society that does not act with intention or question the "why" of their actions).

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Qualities: Love and passion for teaching as well as the belief in every child's capabilities.

Methods: Debates, open discussions without judgement, interactive learning, real-life applications/examples, field trips with the ability to interview regular employees.

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Yes, my biology teacher was extremely passionate about his job and encouraged us to be curious about everything, even answering our so-called "silly" questions. He taught me that it is good to be curious and to be unashamed of asking questions, which has led me to take many unconventional routes in my life, all of which has enriched me not just as a professional but as a person.

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Training on how to engage children in learning, better pay, less paperwork, respect for the profession and counselling sessions (dealing with children/co-workers can be difficult and may take a mental toll). For new teachers, it may be helpful to have two teachers facilitating the classroom for a short while, just for the new teacher to get adjusted.

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Open communication, goal-setting and learning about expectations.

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Some are relevant, but the world has been changing so much that by the time we are done with formal education, some knowledge/skills are irrelevant or inapplicable. Hence, the focus should be on critical thinking and the ability to discern information (to keep education flexible so that the ability to learn new skills is fostered). This prepares our youths to adapt to the changes that our world presents.

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Not too much, but there have been opportunities to volunteer or learn outside the school via the school (but I had to dig and put myself out there to even find these opportunities).

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More practical subjects.