Should the Education Act 1996 be amended for mandatory bilingualism?

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The Education Act 1996 Should Be Amended to Mandate Bilingualism for Malaysian Students

A proposal has been put forward to amend the Education Act 1996 to ensure all Malaysian students achieve proficiency in both Bahasa Malaysia and English. This call stems from concerns that current educational priorities can shift with changes in government or the Education Minister, potentially undermining consistent efforts to improve English language skills. Making multilingualism a statutory requirement through an Act amendment is seen as a way to prevent such initiatives from being perceived as mere rhetoric.
Proposal for Legislative Amendment

Datuk Dr Annuar Rapaee, Deputy Minister I for Education, Innovation and Talent Development Sarawak, has urged the federal Education Minister to present an amendment to the Education Act 1996. The proposed change would make it compulsory for all Malaysian students to be proficient in Bahasa Malaysia, English, and their respective mother tongues. This legislative action is intended to provide a stable and enduring framework for language education, preventing policy fluctuations with shifts in political leadership.
Rationale for Compulsory Bilingualism

The impetus for this proposed amendment is the perceived inconsistency in educational policy regarding English language proficiency. Dr Annuar Rapaee believes that without a legislative mandate, the focus on improving English standards could be treated as superficial or temporary. He articulated that such an amendment would ensure a serious and sustained commitment to developing multilingual capabilities among the younger generation, moving beyond what might be considered "lip service."
Sarawak's Stance and Initiatives

Sarawak has consistently emphasised the importance of English, evidenced by its continuation of the Dual-Language Programme (DLP) for Mathematics and Science. Furthermore, the state is establishing five international schools that will follow a syllabus from Cambridge University, an initiative aimed at strengthening English language usage. These efforts underscore Sarawak's commitment to fostering English proficiency, even as national policy priorities may vary.
Teacher Proficiency and Training Needs

A significant challenge identified is the proficiency level of English-option teachers, with nearly 50 per cent not meeting the C1 and C2 levels of expertise. To effectively implement a policy of enhanced English proficiency, it is suggested that the Education Ministry should focus on training more English-option teachers. Ensuring these educators possess master's degrees is also proposed as a measure to guarantee the impactful delivery of English language education.

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Should the Education Act 1996 be amended for mandatory bilingualism?

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