25/08/2025

MONDAY | AUG 25, 2025

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COMMENT by Somia Abdul Same’e

Malaysia shaped my personality N EARLY fifteen years ago, when I first set foot in Malaysia, I never imagined this journey would reshape the way I see professors whose kindness, humility and wisdom left a lasting impression on me. Their respectful and patient approach made me feel welcomed, not just as a student, but as a human being. religious and cultural festivals, especially Eid and Ramadan , and enjoying open houses with my local friends.

courts, which has become a highlight for me. In Malaysia, social harmony is not accidental but thoughtfully nurtured through media, education and inclusive policies. Malaysia truly Asia: Lessons beyond books Being in Malaysia has not only developed my professional skills but also deepened my sense of humanity. I have become more acceptable to others and more aware of the importance of dialogue and coexistence. As the great scholar Al-Shafi’i once wrote: “For in travel there are five benefits: relief from sorrow, earning a livelihood, knowledge, manners and the companionship of noble people.” I found all five in Malaysia. In a world that sometimes seems to be moving towards division, Malaysia has been a living lesson in coexistence. After fifteen years, I have not only earned academic degrees and professional experience, I have also found family, friendship and a richer identity. I will forever carry Malaysia in my heart – a place that did not just welcome me but also transformed me. DrSomia Abdul Same’e is a senior lecturer at the School of Media and Communication, Taylor’s University. Comments: letters@thesundaily.com

The multicultural and multireligious environment brings immense joy during festivals such as Chinese New Year, Deepavali and Christmas. Workplaces often organise joint celebrations and invite everyone, regardless of religion or nationality. At my workplace, staff from various backgrounds gather for a multicultural Eid lunch, with Chinese, Indian and Malay friends all sharing the same table. We participate in each other’s cultural practices, trying traditional food, wearing festive attire and learning about different customs. Festive seasons are acknowledged in offices with decorations, greetings and days off, reflecting a deep respect for diversity. These celebrations foster team bonding, encouraging mutual learning and respectful coexistence. I recall a memorable potluck where each team member brought food representing their culture, creating a true celebration of unity. Beyond the workplace, I have also enjoyed attending multicultural events on campus and in the community, including local weddings, where language exchange is common. I have even picked up phrases in Malay and Chinese while exploring the vibrant local cuisine at the pasar malam , Ramadan bazaars and food

MALAYSIA’S education system stands at a crossroads. As public universities grapple with financial strain and policy patchworks, the promise of a meritocratic, inclusive system is slipping away. Rather than addressing foundational challenges, such as chronic underfunding, unfair access mechanisms and overreliance on stopgap measures, policymakers seem content to apply superficial fixes that erode trust. True reform requires sustained funding, transparent governance and a strategic, long-term blueprint. Drawing on recent public statements, government replies, budgetary allocations and the emerging National Education Council under the 13th Malaysia Plan (13MP), it is timely and necessary to recalibrate our direction towards genuine and impactful transformation. Direct intake is not real reform Recent years have seen a growing reliance on “direct intake” policies, such as open channel access and expanded international student enrolments, which were presented as solutions to limited seats in competitive programmes. In reality, they act as workarounds that conceal deep structural underfunding. Instead of strengthening the centralised, merit the world and myself. I came from Yemen, carrying several dreams, expectations and a cultural background rooted in Islamic values. I was not aware that this bright, diverse land would become my second home and that it would deeply enrich my personal and professional life in ways beyond measure. Living a mosaic of harmony As a newcomer, first pursuing a master’s degree and later a PhD, I initially faced some challenges adapting to the weather and certain cultural differences. However, over time, it became clear to me that Malaysia was more than just a country; it was a living, breathing mosaic of cultures. The coexistence of Malays, Chinese, Indians and many others is not merely a demographic fact; it is a daily reality that teaches empathy, active listening and respect. I became part of this cultural blend, which helped me grow beyond boundaries. I learned not only to observe but to appreciate differences. I found comfort in familiar Islamic practices and celebrations, yet I also discovered beauty in the rich diversity that surrounded them. As a postgraduate student, I was fortunate to study under lecturers and COMMENT

One of the greatest gifts that Malaysia also gave me was friendship. I have shared unforgettable moments with Malaysians from all major ethnic groups. We celebrated, learned, struggled and grew together. What began as cultural curiosity quickly turned into heartfelt connections. Some of my closest friends today are Malaysians, who embraced me not as an outsider but as one of their own through shared meals, late-night conversations and festive gatherings. Working in the fields of education and media in Malaysia was a challenge and a privilege. I had to adapt, listen and learn how to communicate across cultural lines. It was not just about speaking English or Bahasa; it was about understanding values, sensitivities and unspoken norms. This environment taught me that leadership is not about control but connection and that real teamwork is not about agreeing on everything but respecting each other’s perspectives. This led me to become more flexible, patient and effective. Personal experiences One of the most wonderful experiences for me in Malaysia has been celebrating

“In a world that sometimes seems to be

moving towards division,

Malaysia has been a living lesson in coexistence.

Beyond quick fixes: Build stronger future for our education

the integrity of the system. The controversy surrounding the exclusion of the A-grade from the SPM “Grade A” category is a case in point. The decision, implemented after students had already sat for the examination, disrupted educational pathways and created perceptions of unfair targeting. In the absence of clear data or impact studies, these abrupt moves appear less like reform and more like damage control, leaving students, parents and educators uncertain about what standards to expect next. The ‘golden goose’ dilemma The growing commercialisation of public higher education, often framed as a pragmatic response to budget shortfalls, risks entrenching inequality in ways that are difficult to reverse. When public institutions become dependent on high-fee programmes or a rising proportion of international students to balance their books, the incentive to prioritise financial capacity over academic merit grows stronger. This “golden goose” dilemma is not unique to Malaysia but its impact here is sharper given the relatively limited pathways available to local students, especially in competitive courses such as medicine, pharmacy and law. Without careful policy intervention, public universities risk eroding their role as engines of upward mobility, instead becoming gatekeepers of privilege. If Malaysia is serious about building a high-performing and equitable education system, reform

based admissions route under the UPU (Unit Pengambilan Universiti) system, these policies have created a dual-track system that risks privileging those who can pay over those who are most academically qualified. Public universities continue to cite inadequate funding as a reason, which increasingly leads them to treat education as a commercial service, thereby compromising the principles of fairness and social mobility. Calls for greater transparency in intake data, especially on the proportion of places allocated to various admission routes and competitive programmes, have so far been met with minimal and vague disclosures, feeding public concern about whether meritocracy is being sidelined in favour of revenue generation. Band-aid policies Short-term fixes may offer immediate relief but they also signal a reluctance to confront hard truths. The pattern is becoming familiar, where tuition fees rise sharply, grading policies shift suddenly and admissions criteria are adjusted without consultation, each time justified as necessary for “institutional sustainability” or “policy refinement”. Such reactive policymaking often lacks a clear public explanation, seriously undermining confidence in

Without careful policy intervention, public universities risk eroding their role as engines of upward mobility, instead becoming gatekeepers of privilege. – REUTERSPIC

through short-term fixes and financial expediency. Funding gaps, opaque decisions and growing commercialisation have strained trust and burdened families. Real reform requires moving from crisis management to a visionary, long-term plan with adequate funding, merit-based access and transparent governance. By reanchoring public education on fairness, inclusivity and capacity building, universities can again serve as engines of talent, not privilege. The choice is clear: continue with piecemeal measures that erode credibility or commit to a cohesive blueprint with real reforms that restore confidence and secure education’s role as a cornerstone of Malaysia’s future progress. Datuk Dr Pamela Yong Chairman Institute for Strategic Analysis and Policy Research

must be proactive, structural and long-term. The 13MP offers a starting point by establishing a National Education Council to coordinate policy across ministries and sectors, recognising that education is central to national development. However, a blueprint is only as strong as the political will and resources committed to it. This means securing sustainable funding for public universities, modernising facilities and ensuring equitable access across socioeconomic and geographic divides. The blueprint also requires a rebalancing of the admission system to safeguard meritocracy, phasing out overdependence on high-fee alternative channels and reinforcing the role of public institutions as gateways for the nation’s most capable minds, not just its wealthiest households. In conclusion, Malaysia cannot afford to let education policy drift