14/07/2025

MONDAY | JULY 14, 2025 3 Govt on alert against militant ideology KUALA LUMPUR: The Higher Education Ministry is actively monitoring activities related to militant movements based on the extremist ideology of the Islamic State among students at higher learning institutions. Minister Datuk Seri Zambry Abd Kadir said the monitoring follows the recent arrest of several individuals, including 36 Bangladeshis, suspected of being involved in the militant movement under the Security Offences (Special Measures) Act 2012. “We are monitoring the situation in collaboration with the security forces, particularly the police, to prevent the spread of the ideology,” he said when met by reporters after opening the Setiawangsa Umno delegates meeting yesterday. On June 30, Inspector-General of Police Tan Sri Mohd Khalid Ismail said some of those arrested had been deported to their countries of origin, reported Bernama. Home Minister Datuk Seri Saifuddin Nasution Ismail confirmed that no Malaysians were recruited into the militant network. He was reported as saying that investigation into the militant movement by the police Special Branch only involved Bangladeshis. Meanwhile, Muslims have been advised to consult the mufti departments nationwide for guidance on any doubts, including those involving activities under the banner of motivation, self-development and spirituality. Pahang Mufti Prof Datuk Dr Asmadi Mohamed Naim said Muslims should also be cautious of programmes that include metaphysical elements in their syllabus, especially those not based on sound Islamic teachings. In this regard, he said the Sufism of Ahil al Sunnah Wal Jamaah, which is rooted in the Quran , Sunnah and turath (the scholarly heritage of recognised scholars) remained the true path to fulfilling the spiritual needs of Muslims. “The practices offer a balanced and legitimate alternative to address the spiritual emptiness of modern individuals. “It safeguards the aqidah (faith) and nurtures the soul to return to Allah with humility and proper etiquette,” he said in a media statement. Ministry pledges full support for orphan ALOR SETAR: The Education Ministry will take full responsibility for the welfare of Putri Qisya Nur Izzat, 12, including monitoring the child’s psycho-emotional level. Minister Fadhlina Sidek said the ministry has instructed the school to prioritise this aspect following the tragic drowning incident at Sungai Korok last week, which claimed the lives of Putri Qisya’s entire family. “I have been informed that Putri Qisya is very close to her class teacher, so I have asked the teacher to monitor her psycho-emotional and welfare throughout her studies at the school,” she said after visiting Putri Qisya at Sekolah Kebangsaan Seberang Perak Baru yesterday. She said Putri Qisya is also receiving counselling from the Social Welfare Department regularly. “She is still in the process of emotional recovery. She will return to her studies when she feels emotionally ready.” During her visit yesterday, Fadhlina presented Putri Qisya compensation from the Malaysian School Student Takaful Scheme and donations from the National Education Foundation and the Kedah state education department. Putri Qisya is the eldest child of Mohamad Azim Izat Ishak, 32, and Nurul Hidayah Khadijah Razman Efendi, 31, who were found dead with their other four children in a Proton Iswara that is believed to have plunged into a river near here on July 7. The four children were Putra Rayyan Nur Izzat, nine, Hawa Adriana Nur Izzat, eight, Annayla Humaira Nur Izzat, seven, and Tuah Haydar, six months. – Bernama

Call for more inclusive primary education model

o Experts say despite rise in gender equality, many school materials still portray boys as leaders and girls in passive roles

Ű BY QIRANA NABILLA MOHD RASHIDI newsdesk@thesundaily.com

PETALING JAYA: Despite the growing awareness of gender equality, many school materials still portray boys as leaders and girls in domestic roles, a concern that has prompted calls for urgent curriculum reform and more inclusive learning environments. Parent Action Group for Education Malaysia (PAGE) chairperson Datin Noor Azimah Abdul Rahim said schools must intentionally nurture gender equality from the earliest stages, including the use of inclusive language, diverse role models in teaching materials and encouraging both boys and girls to explore all subjects, especially in Science, Technology, Engineering and Mathematics (STEM), the arts and sports. She acknowledged that some textbooks still depict outdated gender roles such as men as leaders and women in passive or domestic settings. “We would like to see a comprehensive review of teaching materials, led by diverse experts including gender studies professionals. “It should include updated textbooks that portray boys and girls in a variety of modern, realistic roles such as female scientists, male nurses, women in leadership roles and men as caregivers.” Noor Azimah also stressed the crucial role of parents in reinforcing positive and non-stereotypical values at home. “Parents should support their children’s interests regardless of gender, whether it is a boy in fashion design or a girl in robotics,” she said, adding that PAGE advocates mainstreaming gender sensitivity across the national curriculum, not as a stand-alone subject, but embedded across all areas of learning, with deliberate efforts to achieve balanced participation. National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said children begin forming

Noor Azimah said schools should nurture equality early and encourage all pupils to explore all subjects, especially in STEM, the arts and sports. – AMIRUL SYAFIQ/THESUN

balanced learning materials can help children build confidence, emotional resilience and grow according to their strengths — not their gender. “Such exposure not only fosters healthier personal development, but also encourages a more respectful and harmonious society that values individual strengths and differences.” She also emphasised the crucial role of school psychologists and counsellors in guiding children to embrace their unique personalities, free from narrow gender expectations. “As a society, we must prioritise raising children with strong moral and ethical values. “While it’s important to acknowledge gender differences, we must also create room for flexibility and personal growth within our cultural framework,” she added. – By QIRANA NABILLA MOHD RASHIDI back by challenging rigid gender roles and helping every child reach his or her full potential. “While many schools have made strides in promoting academic excellence, I don’t think we are doing enough yet when it comes to shaping students’ values, especially around gender equity and mutual respect.” He also pointed out that focusing solely on grades while overlooking the subtle social lessons being taught may risk producing high achievers who still carry outdated mindsets about gender and power. “It’s natural for boys and girls to respond differently to lessons on gender roles, as they’re often socialised in different ways. Some boys may resist ideas that challenge traditional masculinity, while some girls may hold back from speaking up. “However, when given a safe space to reflect and express themselves, many begin to open up.” Teh emphasised that promoting gender inclusivity in schools is not about rejecting tradition but about giving children the freedom to be themselves without limitations. He advised school leaders facing resistance to approach change with empathy and purpose. “If school leaders face pushback when promoting gender inclusivity, the key is to lead with empathy and stay focused on the goal. Change doesn’t have to be loud to last – it just needs to be honest, compassionate and consistent.”

ideas about gender roles from a very young age, often as early as two or three, long before they understand what “gender” means. “That’s why what they see, hear and experience in school matters deeply. It’s not just about changing textbooks or posters. It’s about helping children grow up believing they can be anything, regardless of gender. “Teachers and parents must work together to build an inclusive mindset, as shaping confident, open-minded individuals starts the moment children enter school.” Teh stressed that reinforcing traditional gender stereotypes in schools is not only outdated, but structurally damaging. He said when educational environments implicitly (or explicitly) convey that leadership is masculine and caregiving is feminine, they instil internal hierarchies that confine students’ identities and aspirations. “Over time, these stereotypes crystallise into career pipelines marked by gender imbalance, not because of innate ability but because of early social conditioning. “Girls may shy away from STEM or leadership roles not because they lack ability but because they’re taught to value harmony over competition. Meanwhile, boys may avoid care-based careers like nursing or teaching, despite having the emotional skills to succeed.” Teh warned that limiting children’s beliefs about what they can become leads to a loss of talent and innovation. Schools, he said, should empower students, not hold them

‘Gender stereotyping hinders development’ PETALING JAYA: Gender stereotypes in schools, such as associating boys with leadership and girls with caregiving roles, can erode children’s confidence, hinder identity development and even lead to bullying, said an expert. Siti Khadijah pointed out that children begin absorbing gender roles from toddlerhood, mainly through family influence and observation. The ideas then become more deeply embedded in school through classroom materials and peer interactions.

University of Nottingham Malaysia Institute of Work, Organisation and Wellbeing associate professor Dr Siti Khadijah Zainal Badri said rigid gender norms often create psychological barriers for students who wish to pursue interests beyond traditional expectations. “Gender stereotypes can limit children’s confidence in expressing their true interests and dreams, especially when those interests go against the norm. “Strong stereotypes cause children to associate certain tasks with a specific gender, making it harder for them to develop skills in areas they’re genuinely passionate about. In schools, this can even result in bullying.”

She said children who feel boxed in by gender expectations often avoid certain activities or undervalue their own abilities based on perceived gender roles. “At an individual level, this self-limiting behaviour stems from internalised gender norms. “For instance, girls might shy away from leadership opportunities for fear of being seen as ‘too tough’, which may attract uncomfortable remarks about their femininity, while boys may avoid ‘soft’ tasks to dodge being labelled less masculine.” Siti Khadijah said using inclusive, gender