Malaysia’s recent announcement celebrating the best SPM results since 2013 reflects an encouraging trend within the national education system. However, a contrasting narrative emerges when we examine Malaysia’s performance in the latest PISA (Programme for International Student Assessment) assessment.
Malaysian students continue to lag behind their ASEAN counterparts, including Singapore, Vietnam, and even Thailand and Indonesia, when it comes to critical thinking, problem-solving, and the ability to apply knowledge in real-world contexts.
This contrast highlights a deeper systemic issue. While Malaysia is excelling in producing students adept at mastering exam content, it is falling behind in preparing them for the complexities of the modern world. If Malaysia aspires to be a high-income, innovation-driven nation, a bold recalibration of its education system is urgently needed.
Understanding the Difference: SPM vs. PISAÂ
SPM primarily measures students’ mastery of the national curriculum, often focusing on content recall and exam-taking skills. PISA, in contrast, assesses students’ ability to apply their knowledge to unfamiliar situations, solve problems creatively, and think critically across reading, mathematics, and science.
Excelling in SPM shows proficiency within a familiar system, but excelling in PISA demonstrates readiness to thrive in an unpredictable global environment. The current gap suggests that while Malaysian students are well-prepared for national exams, they are not sufficiently equipped to navigate the complex, rapidly changing world outside.
This challenge is compounded by other troubling indicators within the school system. One significant concern is the steady decline in the number of students taking up the pure science stream. In 2002, 43% of SPM students were in the science stream, but by 2023, this had fallen drastically to just 15%. Such a trend undermines the country’s aspiration to become an innovation-led economy.
Worse, the broad definition of STEM (Science, Technology, Engineering, and Mathematics) subjects in Malaysia may give a false impression of progress. While the national agenda aims to reach a 60:40 science-to-arts ratio, critics argue that the loose classification of STEM subjects, often including non-core science areas, obscures the real decline in science student numbers. This dilution weakens the upper stream of STEM talent needed to drive innovation, research, and high-tech industries.
Furthermore, there are persistent concerns about the transparency of the SPM grading system. Unlike many internationally recognised assessments, the Malaysian examination authority does not disclose the grading scale or the minimum passing marks. This opacity has sparked scepticism over the credibility of the results and whether they truly reflect students’ capabilities. Transparency is crucial to ensure public confidence and maintain the integrity of the nation’s academic standards.
The Worrying Continuity into Tertiary Education
The problems at the school level seem to continue into tertiary education. Having served as a lecturer for more than three decades, I have observed that many students struggle to adapt to the more independent learning style required at the university level.
Moreover, our tertiary education sector appears to be compromising on quality to accommodate newer trends. One example is the emphasis on “Graduate on Time” (GoT) as a key performance indicator (KPI) for universities. While high GoT rates are celebrated, employers often question the actual quality and preparedness of graduates entering the workforce.
Feedback from various industries consistently points to concerns over graduates’ critical thinking, communication skills, and problem-solving abilities. Many employers report having to invest additional time and resources to train new hires to meet basic professional standards.
Even at the postgraduate level, the struggles persist. Many postgraduate students find it challenging when faced with real case studies that require critical analysis, creative solutions, and strategic thinking. This is particularly alarming because these students are expected to become future managers, senior executives, and C-level leaders.
Reflections from Personal Experience
Having pursued my Master’s degree in the United States, I personally experienced the importance of rigorous entry requirements like the GMAT (Graduate Management Admission Test). GMAT is designed not merely to assess rote learning but to evaluate analytical writing, quantitative reasoning, verbal reasoning, and integrated reasoning skills, essential competencies for success in graduate business education and leadership roles.
When I served as the Dean of a business school more than a decade ago, I attempted to introduce GMAT as an entry requirement. Unfortunately, the outcome was disappointing. As the only business school in Malaysia imposing this standard at the time, we faced a drastic decline in student enrolment, forcing us to abandon the requirement eventually.
The experience revealed a sobering reality: many candidates were unprepared to meet international standards of analytical and critical thinking required for rigorous postgraduate studies. This remains a major concern as we strive to produce globally competitive business leaders.
Singapore and Vietnam: Models of Bold ReformÂ
Singapore made deliberate shifts decades ago, moving from rote learning to an education model emphasising critical thinking, creativity, and problem-solving. They reformed their curriculum, transformed teacher training into a highly respected and selective profession, and continuously benchmarked themselves against the world’s best. Assessment systems were also evolved to prioritise real-world applications over memorisation.
Vietnam, despite facing resource constraints, placed strong emphasis on core skills like reading, mathematics, and science. High expectations were set for all students, rural or urban, and teachers were encouraged to foster understanding rather than rote completion. Vietnam’s commitment to educational equity and early critical thinking skills enabled them to outperform many wealthier nations in PISA assessments.
Key Lessons for Malaysia
a.    Shift from Memorisation to Thinking: Curriculum must evolve to encourage analytical reasoning, creative thinking, and application of knowledge.
b.    Invest in Teacher Quality: Teaching must become a prestigious profession with rigorous selection, continuous training, and career growth pathways.
c.    Assessment Reform: National examinations should measure the ability to think critically, solve problems, and communicate effectively, not just recall facts.
d.    Early Skill Development: Critical thinking and problem-solving skills must be cultivated from the primary level, not left until secondary or tertiary education.
e.    Equity Focus: Quality education must reach all students, regardless of background, to harness the full potential of Malaysia’s diverse population.
f.     Courage to Innovate: True reform requires boldness, not cosmetic adjustments. Continuous benchmarking and willingness to make difficult changes are essential.
g.    Transparency and Accountability: An independent agency or oversight commission outside the Ministry of Education should oversee the integrity of national examinations such as SPM. This body should ensure that grading systems are transparent and consistent with international standards. More importantly, acknowledging weaknesses and taking corrective actions must be prioritised over maintaining appearances. Only by restoring trust in the system can we genuinely assess and improve the quality of education in Malaysia.
h.    Autonomy and Meritocracy in Higher Education Leadership: To ensure the integrity and progress of public universities, a reactivation of the Higher Education Commission, comprising respected academic and industry leaders should be considered. Such a body would help deter political interference in the appointment of Chairman, Vice Chancellors and other senior leaders. Moving forward requires merit-based, transparent appointments that prioritise competence and vision over political allegiance.
Conclusion: The Time for Bold Action Is NowÂ
Malaysia stands at a crossroads. Celebrating improvements in SPM is meaningful, but it must not mask the urgent need for deeper, systemic reform. If we genuinely aim to prepare our students for the challenges of the 21st century, we must rethink our approach to education, drawing inspiration from the hard-earned successes of Singapore and Vietnam.
Our future depends on it. The world is not waiting. Neither should we.
Note: PISA (Programme for International Student Assessment) is conducted every three years by the OECD to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
References
a.    OECD (2023). PISA 2022 Results. Retrieved from https://www.oecd.org/pisa/
b.    The Malaysian Insight (2023). SPM science stream enrollment drops to 15%. Retrieved from https://www.themalaysianinsight.com/s/483742
c.    HRMARS (2023). Challenges and Obstacles of STEM Education in Malaysia. Retrieved from https://hrmars.com/papers_submitted/16676/challenge-and-obstacles-of-stem-education-in-malaysia.pdf
d.    The Coverage (2023). SPM grading transparency questioned. Retrieved from https://www.thecoverage.my/4107/spm-grading-transparency-malaysia
e.    World Bank (2020). Vietnam’s Success in PISA and Education Reform. Retrieved from https://www.worldbank.org
f.     Singapore Ministry of Education (Various Reports). Curriculum and Assessment Reforms.
g.    GMAC (2023). About the GMAT Exam. Retrieved from https://www.mba.com/exams/gmat
h.    McKinsey & Company (2010). How the world’s most improved school systems keep getting better.
About the author: Dr Azizi is a professor at the Malaysian Graduate School of Entrepreneurship and Business (MGSEB), Universiti Malaysia Kelantan. He can be contacted at [email protected]
