07/04/2026

TUESDAY | APR 7, 2026

12

EDUCATION NEWS

Clarity needed on Form 3 assessment amid uncertainty

Arm, Monash M’sia collaborate on talent development for AI era KUALA LUMPUR: Arm Holdings plc has announced a collaboration with the School of Engineering at Monash University Malaysia on future AI workforce development. The collaboration aims to deepen industry–academic engagement and support the development of the semiconductor workforce as demand for advanced computing talent grows in the region. In a press release, the company, which is listed on Nasdaq, said it will donate integrated circuit design development boards to the school, enabling students to gain hands-on experience building on Arm architectures and modern system design technologies widely used across the global technology industry. This forms part of the company’s global engagement initiatives, which involves partnerships with leading universities to provide access to Arm technologies, development tools and learning resources. “We are thrilled to expand Arm’s global engagement initiatives to Malaysia, giving students at Monash University Malaysia the opportunity to learn about advanced architectures powering modern AI systems and gain valuable AI chip design expertise for a future career in the industry,” said C. K. Tseng, vice-president of Sales, North America, and president of ASEAN, Arm. To strengthen academic and industry engagement, Tseng will be appointed as guest lecturer at the university from March through November 2026, sharing insights on chip architecture, semiconductor innovation and emerging computing trends.

o Clear guidelines, early communication and structured preparation for schools and teachers urgently needed.

KOTA KINABALU: A group students accompanied by two of their teachers from Tokyo Metropolitan Kunitachi Senior High School in Japan recently took part in a five-day study tour and tree-planting programme in Sabah. The activity was coordinated by Dr. Joseph Tangah, Marrynah Matami and the mangrove team of the Forest Research Centre, Sabah Forestry Department (SFD). According to the Chief Conservator of Forests Datuk Zulkifli Suara, the study tour, held from March 25 to 29, was organised by the school in collaboration with the International Society for Mangrove Ecosystems (ISME) and SFD. It combined field-based learning with hands-on conservation activities. He added that such events should be encouraged as they promote environmental awareness and conservation. The study tour began at the Kota Kinabalu Wetland Ramsar Site, an urban mangrove forest located near THE recent announcement on the introduction of a Form 3 national assessment has reopened not only an important conversation but also an uncomfortable one. Parents are not questioning the need for assessment. They are questioning the lack of clarity. Following the abolition of Ujian Pencapaian Sekolah Rendah (UPSR) in 2021 and Pentaksiran Tingkatan 3 (PT3) in 2022, Malaysia shifted towards school-based assessments aimed at reducing exam pressure and promoting holistic learning. While progressive in intent, the transition has exposed significant gaps. Without a consistent national benchmark, standards now vary across schools, teachers are stretched managing continuous assessments, and parents remain uncertain about their child’s actual academic standing. Now, with a new Form 3 assessment expected in 2027 under the National Education Blueprint 2026-2035, the system appears to be recalibrating. But without clear guidelines, these risks creating more confusion than confidence. The concern is not unfounded and the data underscores why. In the Programme for International Student Assessment government’s Ű BY JOSHUA CHANG newsdesk@thesundaily.com

(PISA) 2022, Malaysia scored 409 in Mathematics, 388 in Reading and 416 in Science — well below Organisation for Economic Cooperation and Development (OECD) averages. More critically, nearly half of Malaysian students did not meet minimum proficiency in Mathematics. Trends in International Mathematics and Science Study (TIMSS) 2019 reflected a similar trend, with scores of 461 in Mathematics and 460 in Science, still below the international benchmark of 500. These figures point to a pressing reality where Malaysia needs a reliable and consistent way to measure learning outcomes and identify gaps early. But measurement without clarity serves little purpose. Parents are already asking whether this new assessment will affect subject streaming, boarding school placements or future academic pathways. Schools are questioning the format, weightage and alignment with existing systems such as Pentaksiran Bilik Darjah (PBD) and Ujian Akhir Sesi Akademik(UASA). Teachers, the backbone of any reform are still awaiting structured guidance. When policy moves faster than preparation, the consequences are

Malaysia needs a reliable way to measure students’ learning outcomes and identify gaps early. – BERNAMAPIC.

truly intended as a “learning measurement” rather than a high stakes exam, then this must be clearly demonstrated through design, communication and implementation. At this stage, what is needed is simple but urgent clear guidelines, early communication, and structured preparation for schools and teachers. Because when parents are uncertain, they worry. When schools lack direction, they improvise. And when students are unsure, they disengage. Malaysia does not need another reform cycle clouded by ambiguity. It needs a system that people can understand, trust and confidently support.

predictable. Schools begin to interpret directives differently. Parents overcompensate with additional tuition. Students face rising anxiety not because of exams, but because they do not know what to expect. This uncertainty carries a real cost. Education is not just about frameworks and policies. It is about trust. And trust is built through consistency, transparency and preparedness — not announcements alone. Malaysia has never lacked bold education reforms. What has often been lacking is continuity and execution. Each shift introduces new direction, but without sufficient time, training and communication for the system to stabilise. If the new Form 3 assessment is

Mangalagowri Ramanathan Petaling Jaya

Tokyo high school pupils on study tour of Sabah’s forests

The field trip to the wetlands made the visitors aware of the environmental challenges facing the nature reserve.

The students who planted mangrove saplings benefited from the hands-on conservation activities.

In the afternoon, the visit continued with the Sulaman Lake Forest Reserve, where Professor S. Baba guided the group through the area, highlighting the diversity of mangrove species surrounding the centre. On the final day, the group visited Lok Kawi Wildlife Park. Overall, it was a valuable educational trip for the students.

trees—as well as fruit bunch development and the various end products derived from it. The following day’s activities took place at the Kelawat Forest Reserve in Kota Belud, where a community forestry project is being implemented. These activities were coordinated by the Kota Belud District Forestry Office, under district Forestry officer Unos Ampang.

mangrove planting activity, where the enthusiastic group planted 150 seedlings of the Kandelia candel (Linggayong), a mangrove species. This was followed by a guided walk at the Klias Peat Swamp Field Centre. The session also introduced students to oil palm as one of Sabah’s key agricultural industries. They learned about its growth cycle—from seedlings to mature

Banking & Finance In the afternoon, the group of ten students toured Pulau ISME (Weston Forest Reserve) in Beaufort for mangrove and wildlife sightseeing, followed by a firefly-watching session. On the second day, the programme continued with a Kota Kinabalu city. Interpretative walks were led by ISME, with support from SFD.

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