22/01/2026

THURSDAY | JAN 22, 2026

3 ‘Year One at six bold move but may widen gaps’

PETALING JAYA: Teachers have expressed concerns that introducing formal schooling at six would require a comprehensive review of schools’ readiness, teacher capacity and the existing curriculum. A teacher in Sarawak, who wished to be known only as Nor, said success would largely depend on the Education Ministry’s ability to ensure adequate number of teachers as well as teaching assistants in schools. “Managing pupils aged five to six is very different from handling seven year-olds, who would have gone through at least one year of preschool Ű BY IKHWAN ZULKAFLEE AND HARITH KAMAL newsdesk@thesundaily.com “Free education of course helps the disabled to reach their education potential, but cost is only part of the equation. The main barriers are often physical access, learning support and institutional readiness. Without proper accommodations, many students will still struggle to succeed.” – By Kirtinee Ramesh Access alone not enough for disabled students: Advocates PETALING JAYA: For thousands of students with disabilities, entrance into universities is now financially within reach – but advocates warn that access without proper support could set many up to fail. The Society of the Blind communication, advocacy and human rights committee chairman Muhamad Nadhir Abdul Nasir called the move ‘momentous’, saying it could significantly widen access to post-secondary education for persons with disabilities. “Those with limited or no financial capacity to continue their studies will feel relieved by this announcement.” However, Muhamad Nadhir said the policy’s success depends on effective implementation. Echoing Prime Minister Datuk Seri Anwar Ibrahim’s emphasis on delivery, he said execution will be critical for the disabled community. Key concerns include whether universities, polytechnics and community colleges can accommodate a likely surge in applicants from persons with disabilities, not only in terms of academic placements but also accessible on campus housing. He also questioned whether the fee waiver would extend beyond undergraduates to postgraduate students, who often face additional research and publication costs. Beyond tuition, structural barriers must be addressed through sustained funding and systemic reform. Muhamad Nadhir urged the government to ensure annual allocations are used to upgrade physical infrastructure, improve digital and online systems and strengthen student support services such as readers for blind students, sign-language interpreters and assistive technologies. He also called for stronger disability service units, lecturer training and integration of Universal Design for Learning principles into teaching. On monitoring, he proposed involving persons with disabilities directly to assess awareness, access and satisfaction, rather than relying solely on institutional reports. He also suggested nationwide briefings and continuous social media campaigns for prospective students and families, and alternative pathways for those who dropped out or never accessed formal education, aligning with the 13th Malaysia Plan. Johor Disabled Children Charitable and Care Organisation founder DrYahya Haidrus described the policy as an important step towards equal opportunity.

Ű BY KIRTINEE RAMESH newsdesk@thesundaily.com

o While reform aligns M’sia with global norms, specialists caution heavy syllabus, voluntary rollout could confuse parents and strain children emotionally

kindergartens,

before

major

structural changes. “We are still grappling with issues such as bullying, school dropouts, substance abuse and mental health challenges – they must be addressed alongside any reform.” CPC International managing director and visiting consultant at Salam Senawang Specialist Hospital Dr Noor Aishah Rosli warned that many six-year-olds may not be developmentally ready for the current Year One syllabus. “Children’s readiness should be based on cognitive, emotional and behavioural development, not age alone. Some six-year-olds may be ready, while others may not – some at seven still struggle,” she said, adding that emotional regulation, language and social skills are often underdeveloped. She also highlighted that academic readiness goes beyond reading, writing and counting. Many children have undiagnosed conditions such as dyslexia, autism, ADHD (attention-deficit or hyperactivity disorder) or anxiety. “In the first one or two weeks of school, parents often come to me because teachers report that the child cannot focus or follow instructions.” Noor Aishah stressed that the current Year One syllabus, especially in mathematics and science, is too heavy for most six year-olds. “International and private schools may start Year One at six but they usually take a balanced approach. They place less emphasis on academic pressure and more on values, emotional development, communication and social skills. “Our system, on the other hand, remains highly exam-oriented,” she said, warning that excessive academic exposure at a young age can heighten stress and anxiety, lower motivation, and dampen a child’s love of learning. “Most children are average and that is perfectly fine. But heavy textbooks, too many subjects and long school hours can overwhelm young children emotionally.” learning environment.” On early assessment, Afiq said the move is logical as it allows students time to improve before transitioning to secondary school. “Students still have a two-year window to improve their performance before entering Form One, which enables teachers to plan a more targeted support.” That said, Afiq warned that pressures could arise if assessment results were given too much weight, adding that there should be balance in the teaching and learning process. As for school readiness, he said preparations for the examination, scheduled for October, would be implemented gradually and should not pose major difficulties.

PETALING JAYA: Malaysia’s plan to allow six-year-olds to enter Year One has been hailed as bold but experts feel that its voluntary nature and the heavy curriculum could sow confusion, widen inequalities and trigger long-term challenges. UiTM Social and Policy Studies lecturer Prof Dr Yarina Ahmad said the reforms signals a strong commitment to education and aligns with international norms. “I personally like the idea of this education transformation. It is one of the biggest and boldest movements we have seen,” she said, pointing out that countries including France, Germany, Japan, China and Thailand start primary education at six, in line with Unesco recommendations. However, Yarina said successful implementation hinges on clear standards, readiness assessments and robust systemic support. She warned that letting parents decide whether six-year-olds should enter Year One could create unintended pressures. “Parents may choose based on cost, social expectations or fear of

weaker,

potentially

affecting long-term

their child falling behind, rather than true developmental readiness,” she said, noting that some children may be better off remaining in preschool or kindergarten. Without clear guidance, such flexibility could confuse families. Parents, teachers, and society must have a shared understanding of what “readiness” means, she said. Yarina also cautioned that the policy could exacerbate inequalities, particularly for children from lower-income households who might delay enrolment. “This may create cohorts finishing school at different ages. Competition is already high and the policy could intensify peer pressure and unhealthy comparisons.” She said children who start later may be stigmatised or perceived as

confidence

and

outcomes. She further warned of ripple effects across the education system. “If students complete their education sooner, we must ask whether universities and the job market are ready to absorb a larger wave of graduates,” she said, citing Malaysia’s existing graduate unemployment challenges. On curriculum design, Yarina emphasised the need to balance academics with values, emotional intelligence and social skills. “To build a wholesome future generation, education values must start early – including respect, social responsibility, environmental awareness and personal safety,” she said and urged policymakers to prioritise strengthening early childhood education, especially

Allowing six-year-olds into Year One is a positive step, but successful implementation depends on clear standards, readiness assessments and robust systemic support, said an academic. – AMIRUL SYAFIQ/THESUN

Younger intake raises concerns on classroom management

“I’m expecting a tougher year for teachers to manage Year One classes. Even seven-year-olds are already challenging enough to keep disciplined in class.” Separately, history teacher Afiq Asri, 26, from Negeri Sembilan, said the introduction of the Year Four examination carries positive intentions, but warned against an exam-oriented approach at the primary school level. “It can help teachers to identify the pupils’ learning gaps sooner and this can be attended to at once. But there must be careful implementation because schools can become too focused on examinations. Primary school pupils need a more flexible and enjoyable

to be identified as Adek, said school facilities were another major concern, particularly in accommodating a larger student intake from next year. “Our school has more than 1,500 students operating on a double session system, with Year One classes currently having between 35 and 40 pupils per class across six classes,” he said, adding that the move could result in schools becoming a “dumping ground” for working parents facing economic pressures. “Currently, even in urban schools, not all Year One pupils are ready to cope with the existing syllabus. Some are weak and require extra guidance. While it is said to depend on parents, I expect many will choose to send their children to school at six starting 2027.

transition.” Nor said younger pupils require closer supervision, particularly in terms of emotional management, discipline and safety, making the presence of teaching assistants in every classroom crucial to ensure effective learning. She said the current syllabus would need to be reviewed and reduced. “The focus should be more on self management, character and values development, mental readiness and motor skills before children are prepared for formal education.” Nor said the approach would help reduce pressure on pupils and enable teachers to conduct teaching and learning in a more structured and gradual manner. A teacher in Johor, who only wished