Exams and coursework are designed to push you to your limits, and sometimes beyond. They’re not designed to make you fail.
– www.studypoint.com
The decision to abolish centralised examinations like the Ujian Penilaian Sekolah Rendah (UPSR) and Form Three Assessment (PT3) several years ago has stirred intense debate among educators, parents, and policymakers till today.
Proponents argue that the move aims to reduce stress among students and foster a more holistic education system, but critics question its long-term impact on academic standards and students’ preparedness for life’s challenges.
The issue remains a polarising one, with Sarawak, in particular, standing firm against the policy shift.
Since its introduction, the abolition of these exams has been championed as a necessary reform to move away from the pressures of exam-oriented learning. Education Minister Fadhlina Sidek has stressed the importance of inquiry-based and contextual learning, suggesting it would create a more engaging ecosystem for students.
She believes that school-based assessments (PBS), which evaluate students’ performance through yearly reviews, provide a more comprehensive view of their capabilities. This approach aligns with the National Education Philosophy, which seeks to nurture students holistically, rather than focusing solely on grades and scores.
However, many remain unconvinced. Among them is Premier Datuk Patinggi Tan Sri Abang Johari Tun Openg, who has been vocal about his concerns. Speaking late last year, he expressed disbelief at the reasoning behind abolishing centralised exams.
“If there is no exam, we won’t know the standard of the students,” he remarked, reflecting the sentiments of many Sarawakian parents. To him, and to countless others, exams are more than just a means of evaluation – they are a way of preparing students for the realities of life.
Abang Johari’s critique hits at the heart of the issue. Life is full of challenges and pressures, and shielding students from these through the removal of exams may ultimately do more harm than good. He said parents and educators should focus on teaching children how to handle stress rather than removing the triggers entirely.
“If they are not taught to face challenges, they will be weak,” he said, highlighting the danger of overprotecting students in the name of progress. This view goes down well with many Sarawakians, including yours truly, who believe that education should build resilience, not avoid discomfort.
Critics of the policy argue that the supposed stress caused by exams is overblown and lacks logical backing. Instead of abolishing exams, they suggest addressing the underlying issues, such as overzealous parenting, outdated teaching methods, or an overly complex syllabus.
For instance, today’s syllabus is often cited as being more challenging than that of previous generations, which could contribute to students’ stress levels. Tweaking the syllabus or training teachers to better support their students could provide a more effective solution than doing away with exams entirely.
The central role of exams in fostering discipline and competitiveness cannot be overlooked. Without exams, students may lose a sense of direction or purpose in their studies.
The structured nature of examinations encourages time management, critical thinking, and problem-solving – all essential skills in adulthood. Removing this cornerstone of education risks leaving students unprepared for the rigours of higher education and professional life.
The introduction of PBS is not without merit. Advocates argue that PBS allows for continuous monitoring of students’ progress and provides opportunities for early intervention. Teachers can identify weaknesses and work with parents to address them, fostering a more collaborative approach to education.
However, the success of such a system depends heavily on its implementation. Proper training for teachers, sufficient resources, and active parental involvement are crucial for PBS to be effective. Without these, the system risks falling short of its objectives, leaving students in a precarious position.
In Sarawak, the pushback against the abolition of exams has been particularly strong. Many parents share Abang Johari’s belief that exams are a necessary part of the education process. They see them as benchmarks that not only measure academic progress but also prepare students for the pressures of adult life.
This sentiment is deeply rooted in the state’s cultural emphasis on resilience and self-reliance.
Meanwhile, the debate over Malaysia’s education system is emblematic of a broader challenge faced by nations worldwide: balancing the need for academic excellence with the holistic development of students. While the intentions behind the abolition of UPSR and PT3 are noble, the execution and long-term consequences of such a move remain questionable.
Instead of discarding exams entirely, I feel a more balanced approach could be considered. A hybrid system that combines centralised exams with school-based assessments might offer the best of both worlds, ensuring accountability while promoting a more well-rounded education.
Reforming education is a complex endeavour, but it is important to remain grounded in practical realities. Exams, while imperfect, play an essential role in shaping students’ character and skills.
They teach discipline, resilience and the ability to perform under pressure – all invaluable traits in adulthood. Shielding students from these experiences might provide temporary relief but could leave them ill-equipped to navigate the challenges of life.
As we chart the course for our education system, we must not lose sight of the values that exams instil. Exams are not the enemy; they are tools. Properly managed, they instil discipline, resilience and a sense of accomplishment.
As Abang Johari aptly noted, “Life is a challenge.” It is time for the nation to find a balance that prepares students not only for academic success but also for the demands of a competitive, dynamic world.
The views expressed here are those of the columnist and do not necessarily represent the views of Sarawak Tribune.
