Education should take a human-centred approach by viewing students as individuals in their entirety rather than focusing solely on academic achievement, Education Minister Datuk Seri Fadhlina Sidek said.
She said every student had their own potential, talents, emotions and aspirations, all of which should be nurtured through the education system.
Fadhlina explained that a human-centred education approach required the government to consider basic factors that influence students’ daily lives and learning, including school conditions, nutrition and mental health.
“If we truly see our children as human beings, we must care about the places where they learn.
“That is why we have taken major initiatives, particularly to repair dilapidated schools and school toilets. To me, this is a matter of dignity,” she said.
She was speaking at the Malaysia MADANI Scholars Forum Series 13, titled Future Education For The Nation And The Universities And University Colleges Act (AUKU), at Universiti Malaya on Wednesday.
Fadhlina also highlighted the importance of ensuring students have access to proper food, noting that some children arrive at school hungry. She said this was why the Supplementary Food Programme (RMT) remained important.
Beyond physical needs, she said the human-centred approach must also address less visible concerns, particularly students’ mental health. Mental health interventions in schools are being further strengthened through collaboration with experts from the Health Ministry.
“We need to change the question from simply asking, ‘Are you okay?’ to asking more directly about their feelings and emotional state,” she said.
Fadhlina added that expanding free preschool access was another example of human-centred education, as the initiative would benefit children while also easing the financial burden on families.
On character development, she stressed that education should not only focus on developing students’ intelligence but also on shaping their character.
“We are not merely trying to build the mind, but also to shape character,” she said.
She also called for more diverse education pathways so students could develop their individual talents, stressing that Technical and Vocational Education and Training (TVET) should no longer be regarded as a second-choice option.
“A human-centred education approach does not force every child to become the same kind of person. Instead, it helps each child develop their own talents and strengths.
“That is why TVET is no longer a second choice, but part of the mainstream,” she said.
