Malaysia unveils education reform plan as rights body urges child-focused implementation

KUALA LUMPUR, MALAYSIA: The Office of the Children’s Commissioner (OCC) under the Human Rights Commission of Malaysia (SUHAKAM) has welcomed the National Education Plan (RPM) 2026–2035, describing it as a positive and progressive step for Malaysia’s education system.

In a media statement dated 23 January 2026, Dr Farah Nini Dusuki, Chief Children’s Commissioner of SUHAKAM, said the plan builds strategically on the Malaysia Education Blueprint 2013–2025, while signalling a shift towards quality, equity and student well-being rather than access alone.

Shift from access to quality and well-being

According to Dr Farah, this shift recognises that meaningful education extends beyond school enrolment, focusing instead on effective learning within safe, supportive environments that promote children’s holistic development.

The Commissioner highlighted the RPM’s emphasis on “Insan Sejahtera”, a concept integrating academic achievement with character development, emotional health, and social and spiritual well-being.

Dr Farah noted that this approach aligns with a holistic child rights framework, underscoring that educational success should not be measured solely through examination performance.

Inclusive education and support for vulnerable groups

The statement also commended the Ministry of Education Malaysia (MOE) for its commitment to inclusive education, particularly initiatives aimed at supporting Students with Special Educational Needs.

OCC further welcomed efforts targeting children in rural and remote areas, Orang Asli children, and those from low socio-economic backgrounds, stating that the principle of leaving no child behind is clearly articulated.

Transparency on systemic challenges

Transparency within the policy framework was also praised.

Dr Farah acknowledged MOE’s openness in recognising systemic challenges, including Malaysia’s performance in international assessments such as PISA and TIMSS.

Urban–rural disparities and upper secondary school dropout rates were also cited as longstanding issues that require sustained and evidence-based reform, according to the statement.

Need for child rights–based implementation

Despite these positives, OCC stressed that the ultimate success of the RPM 2026–2035 will depend on consistent and effective implementation.

While the Blueprint outlines a strong vision, Dr Farah said clearer mechanisms are needed to safeguard children’s right to education in practice.

The Commissioner emphasised that children are rights holders, not merely policy beneficiaries, in line with Malaysia’s obligations under the Convention on the Rights of the Child.

Dr Farah called for clearer explanations on how educational rights will be protected, monitored and enforced when targets are not met at school or district levels.

Addressing dropout as a child rights issue

Upper secondary school dropout rates were highlighted as a particular concern.

Dr Farah urged policymakers to treat dropout as a child rights issue rather than solely an enrolment problem.

Each dropout, the statement said, reflects a systemic failure to adequately protect a child’s right to education.

Dr Farah called for more targeted, rights-sensitive interventions for children at higher risk, including those living in poverty and in remote areas.

Children engaged in labour, those at risk of early marriage, and children without documentation or with unclear legal status were also identified as vulnerable groups requiring specific attention.

As of October 2025, Malaysia's school dropout rate reported at 0.05% for primary schools and 0.59% for secondary schools. Over 27,000 students were reported to have dropped out in 2025, with a majority involving Bumiputera students at the secondary level.

Gaps in disability access and inclusive infrastructure

On inclusive education, Dr Farah noted persistent gaps in infrastructure and physical accessibility, particularly for children with disabilities.

Where schools are not disability-friendly, the statement warned, children may be indirectly excluded from education on an equal basis.

Dr Farah urged MOE to set clear and measurable timelines to upgrade school accessibility, alongside sustained training for educators in inclusive education practices.

Strengthening children’s participation in education governance

The Commissioner also highlighted concerns over limited representation of children’s voices in education governance structures.

Meaningful, safe and continuous mechanisms for children to express their views were described as essential for truly child-centred education policies.

According to Dr Farah, policies informed by children’s lived experiences are more likely to respond effectively to challenges on the ground.

Educator well-being as a pillar of student rights

The statement also underscored the importance of teacher and school counsellor well-being in realising students’ right to education.

Excessive non-pedagogical workloads, high counsellor-to-student ratios and work-related stress were identified as factors affecting the quality of student support.

Dr Farah stressed that investing in educators’ welfare is directly linked to safeguarding children’s present and future educational outcomes.

Measuring success beyond targets

Dr Farah described the RPM 2026–2035 as an important step towards a more inclusive, equitable and future-oriented education system.

However, the Commissioner reiterated that strong policy commitments must be matched by implementation grounded firmly in child rights principles.

“The ultimate measure of success of the RPM lies not in policy documents or numerical targets, but in its ability to ensure that no child is left behind, marginalised or denied their right to education, particularly those most at risk,” said Dr Farah.

Dr Farah affirmed OCC's readiness to engage constructively with MOE and other stakeholders to support the effective implementation of the RPM 2026–2035.

National context and broader education reforms

Earlier on 20 January 2026, Malaysian Prime Minister Anwar Ibrahim launched the RPM 2026–2035, outlining reforms aimed at strengthening national identity and human capital development.

Among the key initiatives, revised general education subjects on the Federal Constitution and Malaysian history will be made compulsory for Malaysian students in all public and private universities starting this year.

The subjects will be taught fully in Bahasa Melayu, a move Anwar said is intended to ensure all students have a basic understanding of the nation’s foundations, regardless of their field of study.

He stressed that it was unreasonable for Malaysian students to lack knowledge of their own Constitution and history if the country is to be safeguarded.

Separately, the government will provide 5,000 additional student accommodation places beginning this year to address rising complaints over limited and costly housing, especially in urban areas.

Government-linked investment companies have been tasked with leading the development of student housing in collaboration with universities, rather than relying solely on private developers.

The blueprint reflects a phased and coordinated approach to education reform, jointly led by the Ministry of Education and the Ministry of Higher Education to ensure continuity from school to tertiary levels.