Calls to reinstate major public examinations in schools could derail Malaysia’s long-term vision of nurturing well-rounded and capable future leaders, Education director-general Dr Mohd Azam Ahmad has cautioned.
Speaking to Berita Harian, Azam said reverting to an exam-heavy education model would undo years of progress toward creating students who can think critically and apply knowledge beyond rote learning.
Azam recalled that during the National Education Dialogue in 2012, which involved educators, parents, and policymakers, the Education Ministry had agreed to shift away from an exam-oriented culture. The resulting Malaysia Education Blueprint 2013–2025 laid the foundation for holistic student development — prioritising not only academic achievement but also moral, emotional, and social growth.
He warned that reinstating high-stakes exams would pressure teachers to “spoon-feed” students to secure top grades, sidelining efforts to build character and creativity.
The UPSR (Primary School Achievement Test) was abolished in 2021, followed by the PT3 (Form Three Assessment) in 2022, both replaced by the School-Based Assessment (PBS) system.
The PBS framework evaluates students through three components such as classroom assessments (PBD), physical and co-curricular assessments (PAJSK), and psychometric assessment (PPsi).
These reforms were introduced to reduce exam pressure, discourage rote memorisation, and ensure that students’ progress is assessed through continuous and meaningful learning.
Recent remarks by former education ministers Dr Maszlee Malik and Datuk Seri Mahdzir Khalid have reignited debate about bringing back public exams to “better measure student ability.”
Azam, however, insisted that the Ministry’s current direction aligns with Malaysia’s National Education Philosophy, which focuses on balanced intellectual, emotional, spiritual, and physical growth.
Azam also noted that Malaysia’s approach is consistent with the Incheon Declaration, a UNESCO framework adopted at the World Education Forum 2015, which calls on nations to develop education systems that are inclusive, equitable, and holistic.
He stressed that a world facing technological disruption and social change requires not just smart students, but well-rounded, resilient individuals prepared to lead and adapt.
