Malaysia’s Higher Education Reform: A Structural Shift Towards Lasting Change
In a recent commentary, Prof Datuk Dr Mohd Foad Sakdan evaluated the implications of the “Finding Academic Freedom Reform in Malaysia’s Higher Education Plan (RPTM) 2026–2035,” a document authored by former Education Minister Dr Maszlee Malik. The discussion highlights the significance of these proposed reforms, which are framed as necessary for fostering a robust dialogue on academic freedom and governance within Malaysia’s higher education sector.
Assessment of Higher Education Reform
Dr Sakdan asserts that the effectiveness of Malaysia’s higher education reform agenda should not be assessed solely on its ambitious language but on the substantive and lasting impact of the reforms themselves. His analysis reflects longstanding concerns in Malaysian academia regarding the protection of academic freedom through structural measures amidst a history of inconsistent reforms shaped by fluctuating policies.
Rebranding or Real Reform?
While Dr Maszlee has characterized the RPTM as a mere rebranding of previous approaches, Dr Sakdan contends that the plan represents a vital shift towards a comprehensive legislative reform aimed at addressing structural deficiencies in the sector. The RPTM identifies existing weaknesses in governance and proposes actionable steps for meaningful change.
Unified Legislative Structure
A key aspect of the RPTM’s vision includes addressing the fragmented legal frameworks governing public universities, private institutions, and vocational education providers in Malaysia. The plan advocates the establishment of a unified legislative structure, referred to as the One Higher Education Act (OHEA), which aims to create common principles of governance, accountability, and academic freedom throughout the educational landscape.
Concerns of Centralization
Dr Sakdan acknowledges the validity of Dr Maszlee’s concerns regarding the risks of centralization, particularly the potential for excessive power consolidation among vice-chancellors. However, he emphasizes that the RPTM intends to mitigate these issues through carefully phased reforms that would strengthen the decision-making capabilities of university boards.
Transforming Student Involvement
Moreover, the RPTM seeks to transform student involvement from a regulatory obligation into a recognized legal responsibility. Recent modifications to the Universities and University Colleges Act (AUKU) are designed to grant students greater autonomy in governance and financial oversight.
Addressing Welfare Needs
The plan also recognizes that achieving meaningful student engagement and promoting academic freedom require more than just legislative amendments; it necessitates a holistic support system that addresses the welfare needs of students. By integrating welfare initiatives into governance structures and offering leadership development opportunities, the RPTM aims to encourage active participation in governance and advocacy among students.
Conclusion
In conclusion, Dr Sakdan suggests that the RPTM 2026–2035 indicates a significant progression towards an ongoing and structural reform process rather than a superficial endeavor. The implementation and success of these reforms will depend on the participation and engagement of both academic and student communities within the evolving framework.
Prof Datuk Dr Mohd Foad Sakdan previously served as Vice-Chancellor of Universiti Utara Malaysia (UUM).
(Original source: Bernama)
